Clydebank High School
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Labore et Scientia
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Clydebank High School
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Labore et Scientia
Section 1
CONTACT DETAILS
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FOREWORD: Dear Parent/Guardian
The purpose of this handbook is to give you a clear picture of Clydebank High School. In it we have combined factual information with a flavour of the character of the school. I hope you will find the details we have provided useful.
Most of us find change difficult to cope with at times, but I hope that your child will find the transition from primary to secondary an exciting and enjoyable process. We will certainly do all that we can to achieve this and to help your child to settle quickly and happily into first year.
The staff expect high standards from all pupils and they work hard to provide opportunities to enable every child to achieve success. If you already have children at the school, you will know that we are committed to providing a high quality of teaching and learning, as well as a range of clubs and activities. Please encourage your child to join in the varied opportunities available.
I strongly believe that a close partnership between parents and the school is of a great benefit to the pupils and I look forward to working closely with you. In the meantime, if I can be of any further assistance to you, please do not hesitate to contact me at the school. Stewart Young
Head Teacher
@clydebankhigh
You can find out all you need to know about Clydebank High School by logging on to:
www.clydebankhigh.org.uk
You can also follow us on Twitter
Clydebank High School Handbook 2014/2015
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Labore et Scientia
THE MANAGEMENT SENIOR MANAGEMENT TEAM
The management of the school, the policy making, the long-term planning and the day to day administration are in the hands of a Senior Management Team which is composed of the Head Teacher, 5 Depute Head Teachers and a Business Manager.
The Senior Management Team is: Head Teacher Mr S Young Depute Head (Arran House) Mrs H McLaughlin Depute Head (Bute House) Mrs E Cummings Depute Head (Cumbrae House) Mr J Hand Depute Head (Davaar House) Mr D Docherty Depute Head (Support Services) Mrs S Grumball Business Manager Mrs L Young
While the Head Teacher has overall responsibility for the management of the school, various duties and responsibilities are allocated to each member of the Senior Management
Team. Each Depute Head is in charge of a House group through which pupils progress from S1 – S6.
Mr S Young - Head Teacher
Mrs E Cummings Mr D Docherty
Mr J Hand Mrs H Mclaughlin Mrs L Young
Mrs S Grumball
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THE SCHOOL Name of school: Clydebank High School Address: Janetta Street Clydebank G81 3EJ
Telephone number: 0141 533 3000 Fax number: 0141 533 3039
E-mail: [email protected]
Website: www.clydebankhigh.org.uk
Description: Six year comprehensive Non-denominational Co-educational
Area served: Clydebank and surrounding area
Current roll: S1 – 229 S2 – 224 S3 – 239 S4 – 239 S5 – 218 S6 – 128
Likely intake for future years (excluding placing requests) 2014 = 225 2015 = 218
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STAFF LIST
Clydebank High School Handbook 2014/2015
SMT Mr S Young
Mrs S Grumball
Mrs E Cummings
Mrs H McLaughlin
Mr J Hand
Mr D Docherty
Ms L Young
Art Mr S Borland
Mrs E Gormley
Mrs J McGoldrick
Mrs J Reilly
Ms M Neilson
Mrs G Fletcher
Biology Mrs T Bain
Mrs M Cowan
Mrs C Burns
Mrs A Davie
Ms D Turnock (Prob)
Bus. Studies
Mrs C Russell
Mr T Barrie
Mrs D O'Neill
Ms S Lees
Chem Mr M Hunter
Dr G Simpson
Ms K Thumath
Mrs T George
Mrs J Curtis
Ms S McDermid (Prob)
Comp Mrs M Rooney
Mrs C Lumsden
Mr E Anderson
Ms S Hussain (Prob)
Eng-
lish
Mrs A Thorn
Mr S Inglis
Miss S Lockhart
Mrs E Smith
Mrs LJ Konstantinou
Ms D Mathieson
Mrs D R-Quinn
Mrs S Ryan
Miss Y Young
Mrs M Pimley
Mr C Smith (Prob)
Geog Mrs L McNiven
Mr R Bradley
Mrs L Conway
History Mrs A McGuffie
Ms J Irvine
Mr P Hamilton
RE Mr B Stansfield
Mrs C MacKenzie
Ms A Lockhart
Home
Ec
Ms J Nicolson
Mrs L Farrell
Mrs J Macrae
Maths Mrs Ciaran Shannon
Mr J Cairns
Mr J Halliday
Mrs L Prentice
Miss K McCairns
Mr D McInnes
Mrs C McIntyre
Ms T Wallace
Mr G Tripney
Mr J Dobbin
Mod Lang
Ms M McFadyen
Mrs J Chappelle
Mr J Moore
Mrs C Lopez
Mrs M Gordon
Miss E Prowse
Mod-ern Stud-ies
Mr P Carson
Mrs E Tindal
Mr G Glen
Ms N Strang
Music Mr M Kelly
Ms C McCormick
Ms E Hunter
Mr C Pugh
Mrs L Hawthorn
PE Mr N Chudleigh
Mr G Rae
Mrs M Banks
Mrs K Dunlop
Miss K MacColl
Miss C Smith
Mr R Coates (Prob)
Mr C Jewell
Phys-
ics
Mr M Wood
Mr A Fraser
Mr S Hamill
Miss E McCombe
Tech Mr R Dickson
Mr D Paton
Mr J McClements
Mr T Manley
Mr W Reid
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SMT REMITS
Clydebank High School Handbook 2014/2015
Remit 1 : S Young – Strategic Development
Remit 2 : E Cummings – Professional Learning Community Development
Remit 3 : S Grumball – Support For Pupils
Remit 4 : J Hand – Ethos
Remit 5 : H McLaughlin – Lifelong Learning
Remit 6 : D Docherty – Learning & Teaching
Remit 7 : L Young – Resources
Year Group/House Responsibilities
E Cummings S2/Bute J Hand S4/Cumbrae
D Docherty S3/Davaar H McLaughlin S1/Arran
S Grumball S5-6/Eriskay
Departmental Links
E Cummings Geography, History, Modern Studies, RE
D Docherty Art, Music, PE
S Grumball English, Support Services
J Hand Biology, Chemistry, Physics
H McLaughlin Business Studies, Computing, Home Economics, Technical
S Young Mathematics, Modern Languages
All DHTs Year Group Responsibilities
Preparation and dissemination of year group information
Assemblies and liaison with Chaplains
Organisation of procedures for pupils reports
Tracking and monitoring of pupil progress
Parental liaison and arrangements for parents‟ evenings
House Teams
Arran H McLaughlin & T George & G Rae
Bute E Cummings & S Inglis & K Thumath
Cumbrae J Hand & J Curtis & D Paton
Davaar D Docherty & T Bain & K McCairns
High Tariff S Grumball & W McInally & L Mitchell
MCMC Coordinator/High Tariff Team G Simpson
Behaviour Support L Mitchell, W McInally
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PASTORAL CARE / DHT CONTACT
Clydebank High School Handbook 2014/2015
This partnership between the home and school is vital in ensuring that we give our young people the best possible start in life.
There is nothing more confusing to a child or young person than mixed messages so parents/carers and teaching staff must work closely together to deliver the same messages i.e. the importance of attendance, timekeeping, uniform, excellent behaviour and 100% effort.
Nothing less than the very highest standards will do. Without them our young people will not be competitive in the real world when they come to look for a job or university/college place.
A crucial part of this partnership is clear lines of communication. There may well be times when you want to contact us for advice or for information or simply to discuss your child. In these situations you need to know who to call.
Generally speaking, your first point of contact should be your child‟s Pastoral Care teacher who has responsibility for his/her welfare e.g. you might want to report illness, explain absences or share a problem. If you are unsure who your child‟s Pastoral Care teacher is, please note the correct name from this list:
1A1 Mr G Rae
1A2 Mrs T George
1B1 Mr S Inglis
1B2 Ms K Thumath
1C1 Mr D Paton
1C2 Mr J Curtis
1D1 Ms T Bain
1D2 Miss K McCairns
2A1 Mrs T George
2A2 Mr G Rae
2B1 Mr S Ingis
2B2 Ms K Thumath
2C1 Mrs L Mitchell
2C2 Mrs J Curtis
2D1 Miss K McCairns
2D2 Ms T Bain
3A1 Mr G Rae
3A2 Mrs T George
3B1 Mr S Inglis
3B2 Ms K Thumath
3C1 Mrs J Curtis
3C2 Mr D Paton
3D1 Ms T Bain
3D2 Miss K McCairns
SA1 Mrs T George
SA2 Mrs T George
SA3 Mrs T George
SA4 Mrs W McInally/ Mr G Rae
SA5 Mrs W McInally/ Mr G Rae
SA6 Mrs W McInally/ Mr G Rae
SB1 Mr S Inglis
SB2 Mr S Inglis
SB3 Ms K Thumath
SB4 Ms K Thumath
SB5 Ms K Thumath
SB6 Mr S Inglis
SC1 Mr D Paton
SC2 Mr D Paton
SC3 Mrs L Mitchell
SC4 Mrs J Curtis
SC5 Mrs J Curtis
SD1 Mrs T Bain
SD2 Mrs T Bain
SD3 Miss K McCairns
SD4 Dr G Simpson
SD5 Miss K McCairns
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INFORMATION IN EMERGENCIES We make every effort to maintain a full education service, on some occasions circumstances arise which may lead to disruption. We may be affected, for example, by severe weather, temporary interruption of transport, power failures or difficulties of fuel supply. In such cases we shall do all we can to let you know about the details of closure or re-opening. We shall keep in touch with you by using letters, Parent Call, notices in local shops and community centres, announcements in local churches and in the press and on local radio. It is normal practice within West Dunbartonshire Council to operate a help line when emergencies arise. Details will be made available when an occasion arises.
Clydebank High School Handbook 2014/2015
EMERGENCY CLOSURE PROCEDURES
1. As far as possible with input from DHTs, the Head Teacher takes the decision to close the school.
2. 2 text messages are sent to parents: (a) “CHS is closing at [10am] today” (b) “Supervision of pupils will continue as necessary until 3.50pm “ 3. The same message is put on the school website. 4. Classes are brought down by their class teacher to the assembly hall, corridor by corridor, to be addressed by the Head Teacher. 5. Pupils are told that: (a) the school is closing because of …. (b) they must phone their parent/carer to confirm that they can make their way home or to an agreed place (or the school can do this, if necessary) (c) they must make their way home without delay and take care on treacherous pavements and roads (d) they must wait in the dining hall if they are unable to leave (immediately) (e) there will be an update of the situation on the school website, the WDC website and the Radio Clyde website 6. If the situation demands a quick evacuation, the above can be done via the school‟s tannoy system. 7. Once it is clear that only a few or no pupils are left in the building in need of supervision, staff are informed by their line manager of the arrangements that apply to them. 8. Staff know to check the school website, the WDC website and the Radio Clyde website for updates. There is also a cascade system of passing on information during a closure, namely: SMT > PTs > departmental colleagues.
Please note also the following 2 points from WDC:
1. “The expectation for staff is that, if an individual establishment requires to close for pupils, then staff would either continue to work within the school, if the school was accessible and appropriate accommodation is available or, if the school is closed for a full day or more, would report to another education establishment within WDC”. 2. “Should all schools be required to close, and police advice is that only essential travel should be under taken, staff will only be required to report to their place of work if it is decided that there is a business need for them to do so”.
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Section 2
SCHOOL ETHOS
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LEARNING FOR LIFE We will work together to ensure that everyone in our community is valued and has the opportunity to learn for life and to achieve their potential.
To enable everyone in West Dunbartonshire to become:
Successful learners
Confident individuals
Responsible citizens
Effective contributors
Create and deliver courses, activities and events which will motivate and excite learners
Develop innovative ways to support learning
Value diversity, promote equal opportunities and foster inclusion
Promote partnership and community participation
Value achievement and celebrate success
Continually reflect on and aim to improve the quality of our services
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CLYDEBANK HIGH SCHOOL’S VALUES:
We promote the core values of the school among our students, staff, parents, and other partners and they are central to the relationships at the heart of the learning community of Clydebank High School.
Our Core Values are:
Respect Tolerance Honesty Peace Commitment
By following these values we will continue to build a learning community at the heart of the town of Clydebank that values all members of that community equally, challenges all to achieve their best and equips our young people with the skills needed to take their place in a modern Scotland and in the wider global community.
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OUR VISION: Our vision for Clydebank High School is to work continuously to develop a community of people committed to academic and personal excellence and to maximise the potential of all students in the school. We do this through the provision of dynamic and challenging educational opportunities and active learning experiences for all. This is done in a caring, inclusive and safe community. Pupils are encouraged to work in a manner which promotes mutual respect for their peers and others within the multi-cultural society in which they live. Clydebank High School also works to develop close links with parents and other partners to enhance and continually improve the work of the school. Learning within the school community is personalised according to need. Difference and diversity are valued and young people are prepared to become Successful Learners, Confident Individuals, Effective Contributors and the Responsible Citizens of the future. Everything will be done to ensure the greatest impact on learners and learning in the school.
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EQUAL OPPORTUNITIES AND SOCIAL JUSTICE The school seeks to provide the opportunity for all pupils to fulfil their potential. In S1- S3 pupils follow a broad general education under the national Curriculum For Excellence. Register classes are mixed in terms of gender, race and ability. There is access for all pupils to the course options in S4 provided that they have achieved pre-entry requirements. Pupils are encouraged to choose subjects which reflect their strengths and which will allow them to maximise their achievement in school. Parents are encouraged to be actively involved in all aspects of their child‟s course choices throughout their school career.
SPIRITUAL, SOCIAL, CULTURAL AND MORAL VALUES
Each year group has its own Assembly held during morning registration once a week. A number of Assemblies are attended by a member of the multi-denominational Chaplaincy team. Each Chaplain is allocated a different year group. Extended Assemblies are held for each year group at Christmas and Easter. Other extended Assemblies are held to support the school‟s values, Commitment, Honesty, Peace, Respect, Tolerance, in some way. At regular intervals throughout the session, year group Assemblies are replaced by House Assemblies led by the House Depute Head and Pastoral Care Staff. Assembly is also used as an opportunity to keep pupils informed of school activities. Parents from ethnic minority religious communities may request that their children be permitted to be absent from school in order to celebrate recognised religious events. Only written requests detailing the proposed arrangements are considered. Appropriate requests are granted on not more than three occasions in any one school session and the pupil noted as an authorised absentee in the register. All pupils experience Religious Education classes which centre on living in a plural society.
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SCHOOL COMMUNITY LINKS Clydebank High School is committed to developing and extending the links it has with the community it serves. The school has the support of an active and committed Parent Council drawn from the local community. In addition to involving parents in working with the school to promote attainment we encourage an exchange of activity between school and the community.
Where numbers permit, adult students can join senior classes for SQA National Courses and Units or quite simply for interest and enjoyment.
All school leavers undertake a work experience placement. This is supported by the industrial and business community in and around Clydebank.
The school supports a wide variety of charities. There are regular activities and events run to raise money to support charities.
The School premises are extensively used for clubs from the community in the evenings and at weekends.
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PREVENTION OF BULLYING POLICY
“All Clydebank High School pupils are entitled to be educated in a supportive, positive
atmosphere in which they are able to achieve their potential without concerns about
physical or emotional pressure”.
In Clydebank High School we emphasise the following principles in our policy and approach towards the prevention of bullying:
Clear messages must be given that bullying in any form is not acceptable. Parents and young people must be reassured that the school is taking the mater of bullying seriously and is dealing with bullying effectively. A partnership should be developed with parents in dealing with bullying across the school. A climate of openness should be established in the way that issues and incidents of bullying are addressed.
These principles support the ethos of Clydebank High School which is firmly based on:
equality of opportunity mutual respect and co-operation.
STRATEGIES FOR DEALING WITH BULLYING ENCOURAGE THE REPORTING OF BULLYING
Clydebank High School: ensures that pupils know to whom they can speak about any aspect of bullying provides opportunities for pupils to communicate concerns about bullying ensures that all pupils know how important it is to report any bullying they have witnessed encourages parents to contact the school by phone or email if you have any concerns involves the Campus Police when appropriate eg Cyberbullying.
MAINTAINING AWARENESS Clydebank High School:
conducts bullying surveys; analyses and responds to findings displays pupils‟ anti-bullying posters and poems discusses anti-bullying with P7 as part of primary/secondary liaison regularly highlights anti-bullying as an issue at school assemblies features anti-bullying items in school newsletter and magazines uses 6th Year buddies to be a visible presence in school, listens to issues about bullying raised at pupil voice focus groups.
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LINKING THE FORMAL AND INFORMAL CURRICULUM Clydebank High School:
deals with bullying issues through work in Social Education
uses opportunities in all curricular areas to promote a positive anti-bullying ethos.
Stresses respect for all through the Saltire on display throughout the school SUPPORTING BULLIED CHILDREN Clydebank High School:
has developed systems for early identification of vulnerable pupils
links Pastoral Care teachers to bullied pupils to provide immediate and appropriate support
acknowledges the distress of the bullied pupils
assures the victims of bullying that they are not to blame
provides additional support through a Buddy system and group work.
provides a quiet area in Pupil and Family Support for our most vulnerable pupils CHANGING THE BULLYING BEHAVIOUR Clydebank High School:
makes pupils who are bullies accountable for their behaviour and informs their parents
has developed sanctions which enable pupils to think about their misbehaviour
helps children to be aware of alternative positive choices and solutions.
uses restorative justice/mediation meetings where appropriate DEALING WITH PROBLEM AREAS AND TIMES Clydebank High School:
encourages a positive climate in and around the school
identifies sources of problems e.g. queues at lunchtime
has improved supervision at break times all round the school
provides alternative activities at lunchtime e.g. clubs
uses CCTV to cover any areas of concern THE COMMUNICATION OF POLICY AND STRATEGY Clydebank High School:
ensures that pupils, and their parents, know what to expect if they are bullied or are caught bullying
ensures that everyone in the school knows what to do if they come across bullying
ensures that new members of staff are introduced to the school‟s approach to bullying
refers to its anti-bullying strategy in the school handbook and on the website
ensures that there are designated staff with clear roles and responsibilities with respect to the anti-bullying strategy
has clear procedures in place to follow up bullying incidents. MONITORING AND EVALUATION Clydebank High School:
monitors and evaluates the effectiveness of its anti-bullying strategy
has implemented a systematic approach to checking and analysing the level of bullying incidents in the bullying log every six months
ensures that staff, parents and pupils are involved in reviewing and evaluating the anti-bullying strategy
includes checks on problems which occur while pupils are travelling to and from school by responding and involving the Campus Police Officer
provides feedback to staff, pupils and parents based on the information gathered in the monitoring and evaluating of its strategy.
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SCHOOL UNIFORM The agreed clothing for Clydebank High School is:
Blazer White shirt or blouse School tie (available from the school office) Black trousers or skirt Plain black jumper or sweatshirt (available from the school office)
Pupils attending schools within West Dunbartonshire Council are strongly encouraged to wear a school uniform and an appropriate PE kit, excluding football or rugby tops. Our contact with parents in recent years has also made us aware that the vast majority are in favour of uniform. The wearing of school uniform helps promote the identity of the school in the local community and helps create an ethos of sharing and pride in the school.
Most people tend to form opinions about a school by the appearance and behaviour of the pupils. West Dunbartonshire Council supports the wearing of the uniform in all of its schools because it:
improves school security by making it easier to identify intruders builds a sense of identity and belonging to the school gives pupils an equality of appearance thereby discouraging competition
The forms of dress which are unacceptable in school are items of clothing which: potentially encourage faction (such as football colours) could cause offence (such as anti-religious symbolism or political slogans) could cause health and safety difficulties, such as loose fitting clothing, sportswear made of flammable material and body piercings/jewellery for PE and sport could cause damage to flooring carry advertising, particularly for alcohol or tobacco could be used to inflict damage on other pupils or to be used by other to do so are valuable or expensive items of clothing or jewellery which present a security issue for the school
The colour scheme and certain items of dress that comprise an individual school‟s uniform should be determined, through a consultation process which is appropriate to each school. This consultation process should involve pupils, parents and staff. A range of options for this uniform may be considered including, for example, different items of clothing for summer, or for different year groups such as S5 and S6.
Parents receiving income support, job seekers allowance (income-based), housing benefit or council tax rebate will normally be entitled to monetary grants to assist with clothing and uniform. Those in receipt of working tax credit with an exemption certificate from NHS costs and an income of £14,600 or less will also normally be entitled to such a grant. Approval of any requests for such grants made by parents in different circumstances are at the discretion of the Director of Educational Services. Application forms may be obtained from schools and from area registration offices or the Educational Services Department. (www.west-dunbarton.gov.uk/education-and-learning/schools) West Dunbartonshire Council is concerned at the level of claims being received regarding the loss of pupil‟s clothing and/or personal belongings. Parents are asked to assist in this area by ensuring that valuable items and unnecessarily expensive articles of clothing are
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PROMOTING POSITIVE BEHAVIOUR The school places a high priority on the creation of an atmosphere of good teaching and learning. We place an emphasis on hard work, organisation, orderliness and good manners. By encouragement and by setting the standards of discipline required to support a good learning environment we encourage self-discipline and a desire for learning in every pupil. Each pupil is given a copy of the school rules at the start of each session. The relationship between teacher and pupil should be similar to that of parent and child. It is a relationship which requires mutual respect and understanding. A school has to be more strictly organised that a home and the structure of discipline is therefore more formally laid out. Breaches of school rules my involved any one of the following sanctions:- verbal warning parental alert demerits removal from class to work elsewhere detention period by period conduct reports referral to senior staff letters to parents exclusion from class/school in the interest of others Exclusion from school is a sanction of final resort when a pupil has failed to comply with reasonable school standards of conduct. In law parents are held to be responsible for a pupil‟s non-attendance as a result of exclusion. The school does not accept bullying in any form and has a formal policy for the prevention of bullying. Pupils or parents who have concerns about any bullying issues should contact the Head teacher or a senior member of staff. The school operates a „Buddy‟ system where senior pupils accept direct responsibility for monitoring the welfare of First Year pupils. The good name of the school is the responsibility of all pupils and good behaviour is expected at all times both within and outwith the school. Parents have an important part to play in supporting and helping maintain the ethos of good learning and discipline. To support parents, staff in school notify them at an early stage of any concerns about their child‟s progress in school. If difficulties with pupil conduct persist parents are invited into school to meet with the appropriate staff to discuss the issue. The school believes that staff, parents and pupils working together is the most effective way of ensuring good discipline.
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RAISING ATTAINMENT The school is committed to doing the best we can to ensure every child is given the opportunity to achieve his/her potential. Initiatives throughout the school include the following: Broad General Education (S1-S3) :
Staff have high expectations of all pupils in all areas of their school life – class work,
homework, effort, behaviour.
Staff set pupils challenging targets.
Departments have the opportunity to set classes by ability.
Teachers share good practice in their teaching.
Pupils‟ work is put on display in classrooms and corridors.
All teachers display in their classrooms the standards needed to achieve success in
their subject.
Staff praise pupils, as appropriate
Staff encourage a positive attitude through a system of rewards
Pupils have regular opportunities to talk about their learning through Pupil Voice
meetings throughout the school.
Pupils are encouraged to take on responsibilities and make a positive contribution to the
life and ethos of the school.
Homework is encouraged to raise academic standards. The school issues a guide
outlining the type and frequency of homework used by each department.
Pupils make their first subject choice at the end of S1, thus increasing their contact with
subjects that they like and feel confident in. Senior Phase (S4-S6) :
Pupils and parents sign an Agreement to show that they will meet the school‟s expectations
Teachers monitor pupil progress and SQA presentation levels rigorously
SQA Alerts are sent out to give parents early warnings of concern
SQA markers events are organised throughout the year.
Pupils are offered an exhaustive range of Supported Study and mentoring opportunities,
both at lunch times and after school.
Peer support is organised to help youngsters in need
Pupils are given practical study support.
Homework is organised through websites and blog notes.
Motivational speakers encourage pupil engagement.
The school has increased the range of courses on offer to engage all pupils e.g. Duke
Of Edinburgh
The school uses consortium arrangements and Clydebank College to enhance the
curriculum and deliver additional courses.
The school re-introduced a Careers Convention to help pupils understand their
careers options earlier on and the importance of certain subjects and grades.
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Section 3
PARENTAL INVOLVEMENT
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HOMEWORK Homework is an essential part of the learning process as it helps to:
consolidate the work which has been done in class prepare for the work to be done in class revise for assessments develop good study skills
All S1-S6 pupils are issued with a free Homework Diary and are expected to bring and use the diary every school day. Teachers regularly check the diaries and we ask parents to share in this responsibility so that pupils are more aware of parental interest and expectations. Every pupil should bring a bag to school each day so that the Homework Diary, books and any equipment can be kept in good condition. The frequency of homework varies with each subject and year group and increases as a pupil moves through the school. Parents receive a statement on the frequency and length of time needed to complete homework from each subject department at the beginning of a session. Many pupils tell their parents that because they have no written exercises, they have no homework. Not all homework is written. It can also involve reading, research projects, discussing topics and revision. Parents can help support the school by regularly checking that homework is completed on time and to an acceptable standard. Parents are encouraged to contact their son‟s or daughter‟s Pastoral Care teacher if there are any concerns about homework.
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ASSESSMENT POLICY Pupils are assessed by means of continuous assessment, in accordance with Curriculum for Excellence guidelines. In this way the pupils‟ progress is carefully monitored throughout the session. A full report card and a tracking report are issued each session. These give parents an indication of the levels of achievement reached by their child. In S4-S6 pupils are assessed by means of both formal examinations and continuous assessment in preparation for the National Qualifications. A full report card and an interim report are issued each session. Parents‟ Nights are held regularly throughout the session in order to provide an opportunity for parents to come to the school to discuss their child‟s progress. It is important that parents should take the opportunity to attend on these nights so that the school and parents work together for the good of each child. If a parent is unable to attend a Parents‟ Night, he/she is invited to make an appointment with his/her child‟s Pastoral Care teacher to discuss the pupil‟s progress. At Clydebank High School we strongly believe that a partnership between parents and teachers will benefit our pupils.
REPORTING TO PARENTS
Each subject report issued indicates, amongst other things, the level of attainment achieved by the pupil in a number of skill areas, his/her attitude to work and the number of attendances. While the skills tested vary from subject to subject, the basic format of these reports is the same. Reports are issued using the following timescale: (although this is subject to change) September S1 Tracking Reports October S3 Tracking Reports, S5/6 Tracking Reports November S4 Tracking Reports, S2 Full Reports January S4 Full Reports February S2 Tracking Reports, S5/6 Full Reports March S3 Full Reports May S1 Full Reports, Progress monitoring letters are sent to parents of pupils in S2/S3 in autumn, advising parents of their children‟s general progress. In S1 progress is reported in the autumn by means of a progress report card. S4/S6 pupils are monitored on a monthly basis. Early Warning letters are sent where the school feels that pupils are under-achieving or making insufficient effort. In all cases, Pastoral Care staff retain copies of report cards and are responsible for overseeing the progress of each pupil. In addition to individual comments from class teachers, the Pastoral Care teacher writes an overall comment on each pupil‟s performance.
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PARENTS’ EVENINGS The school places a high value on regular contact with parents and Parents‟ nights are held for each year group as follows:
Parents of P7 during the month of May Parents of S1 during the month of December Parents of S2 during the month of May Parents of S3 during the month of January Parents of S4 during the month of March Parents of S5/S6 during the month of November
If parents wish to contact Pastoral Care Staff or Senior Staff, they should make an appointment by telephone or by letter. If an urgent matter arises, please do not hesitate to contact the school. Information Evenings are also held in the school. These give explanations of systems in the school and are opportunities to consult with parents and involve them in decisions affecting their children. These include:
October/November P7 General Information Evenings in all primary schools
January S4/5 course choice May S1 course choice
May P7 transfer from primary to secondary school
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THE PARENT COUNCIL The Scottish Schools (parental involvement) Act 2006 requires that: a) Local Authorities prepare a strategy which must cover their duties under the Act
during the transition year 2006/7 and which sets out their policies on parental involvement.
b) Every parent is automatically a member of the Parent Forum for his/her child‟s school, may be represented by a Parent Council.
c) Every parent will be notified by the Local Authority of its intention to prepare a scheme for establishing a Parent Council.
d) The members of the Parent Forum decide the structure, membership, aim objectives and and constitution of the Parent Council.
e) Other members of the Parent Council may be co-opted.
f) Parent Councils are to be involved in the appointment of a Head and Depute Head Teacher.
g) Parent Councils, the Local Authority and Schools should play an active role in supporting parental involvement in the school.
h) Parent Councils have the right to represent the views of parents.
i) Parent Councils are accountable to the members of the Parent Forum and should establish arrangements for reporting to the Parent Forum.
j) The needs of and arrangements for all children and young people involving parents, carers and those who look after children are met.
k) The school development plan takes account of the Local Authority‟s strategy and includes objectives relating to parental involvement.
l) A complaints procedure which covers how the Local Authority carries out its functions under the Act should be established.
m) Local Authority must provide reasonable funding to enable the Parent Council to carry out its functions.
n) A combined Parent Council may be established to cover two or more schools. The parent representatives elected to the Clydebank High School Council are currently:
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Lorraine Bonnar - Chairperson Stephen McCauley – Vice Chair
Karen McCubbin– Minute Secretary
Karen Bacchetti Karen McKinlay
Scott McEwan Pamela Stormont
Wendy Christie Elizabeth Waddell
Elaine Long Emma Wheelans
Lynda McDermott Gary Bowers
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HOMEWORK POLICY Recent research has shown that one of the main factors in determining the success of a school is the school‟s attitude to homework. This Homework Policy is a part of Clydebank High School‟s overall approach to Learning and Teaching. Homework is an important part of each pupil‟s education and a valuable contributor towards our school‟s stated aim of maximising each pupil‟s performance. Principles of homework A homework policy will be successful if the following principles apply:
homework is an integral part of the Learning and Teaching process
heads of department have a key role in the implementation, monitoring and evaluation of homework within their department
homework tasks should be related to the abilities and needs of individual pupils
homework tasks should be varied
homework tasks should be explained clearly and pupils should know what is required and when it is to be completed
effective and prompt feedback should be given, where appropriate
the beneficial results of homework depend on an effective partnership between pupils, parents and teachers.
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HOMEWORK POLICY (2) Purposes of homework The varied purposes of homework, which should be clearly understood by pupils, parents and staff, are as follows:
to help pupils, parents and teachers monitor the effectiveness of Learning and Teaching
to encourage pupils to take responsibility for their own learning
to reinforce classwork
to consolidate previous learning
to provide opportunities for individualised work
to develop effective study skills, such as planning ahead
to encourage pupils to make use of additional resources and to develop research skills
to create opportunities for home-school dialogue
Organisation of homework Every pupil is issued with a Homework Diary Planner at the beginning of each session. This is used to enter agreed dates for the completion of homework tasks. Subject departments provide a statement of the homework issued for each course. Teachers allow sufficient time for the completion of homework tasks. This helps pupils to plan the completion of different homework tasks on time. For an extended piece of work – eg a project, teachers will be responsible for producing reminders on a period by period basis. Teachers log each occasion a pupil fails to submit homework. A referral system operates on the non-completion of homework. Parents are asked to read and sign their child‟s Homework Diary Planner weekly. (S1/S2 only)
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PARENTAL INVOLVEMENT POLICY Introduction Clydebank High School genuinely welcomes all contact with parents. We have the strongly held belief that we can maximise our young people's potential only if there is a strong sense of partnership and cooperation between the home and the school. This theme, introduced in the School Handbook for P7 parents, is picked up and continued in the letterhead used in all communication with parents: “PARTNERSHIP FOR SUCCESS. Pupils, parents and school working together”. The School's Role The school has a proactive role to play in the development of this partnership. We must reach out to parents by:
1 involving them at every opportunity 2 keeping them well informed 3 establishing regular contact, positive as well as negative 4 inviting them into school, for positive as well as negative reasons 5 responding promptly and courteously to their concerns 6 ensuring that all school literature is attractive as well as informative
To ensure that such partnership can develop successfully, parents must:
1 sense a welcoming atmosphere in the school at all times 2 feel that they are working on an equal footing with staff and have a meaningful contribution to make to their child's education 3 feel confident about expressing enquires, concerns or problems, and know that
these will be dealt with promptly and efficiently 4 be confident that they know the appropriate staff to contact and the correct channels
of communication. The school‟s “Service Standards” leaflet, published twice per year and available on the school‟s website, gives parents important reassurance in these areas. Parents are asked regularly to comment on the Service Standards and propose any amendments (APPENDIX 1). The school‟s complaints policy is published alongside the Service Standards (APPENDIX 2).
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Parental Involvement ……..to support pupil attainment Section 1 1 School-Home Literature To engender a sense of pride in the school and a sense of belonging to the Clydebank High School community:
the school regularly reviews all publications for: • language • presentation • accessibility
the school Handbook is professionally printed every autumn and is issued to all P7 pupils in December and to all new pupils who come to the school.
a series of leaflets, "Moving Up", is issued to P7 pupils throughout the year, giving information on the issues that concern primary youngsters most about moving to secondary.
a Parents' Newsletter is issued to all pupils on a six-weekly basis. This is desk-top published in-house and contains important factual information about events as well as celebrating the successes of youngsters at Clydebank High.
All of these documents are also available on the school's web site.
To support parents who wish to be actively involved in their children's education, a summer mailing is sent out to all S1 homes in early August every year and includes:
a copy of the school calendar for the new session (including reporting arrangements)
a copy of the school‟s Uniform Policy and Prevention of Bullying Policy
names of Pastoral Care staff and Senior Management Team
details of who to contact, how and when
(In addition, a year specific homework leaflet, outlining the nature and frequency of
homework for each subject in that year group is issued on the first day of the new session). This same information is handed out to all pupils in S2-S6
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Parental Involvement ……..to support pupil attainment In addition, our school website contains up-to-date information about all key education issues e.g. Policies: Prevention of Bullying, Child Protection, Promoting Positive Behaviour, Health Education, Equality and Fairness, Uniform. Parents are contacted automatically in potentially sensitive situations e.g. sex and relationship education As new learning and teaching initiatives are introduced (e.g. Assessment Is For Learning) details are sent home to parents and are also posted on the school‟s website. Parents are invited to attend workshops in school, to help them support their child meaningfully at home. 2 Reports/Parents' Evenings
To inform parents accurately and regularly about their child's progress and how they can become involved with their child‟s learning to ensure continuous improvement:
the school regularly reviews the format of its reports
the time gap between reports is kept to a minimum, to ensure that there is not enough of a time lapse for the pupils to go "off the rails"
all year groups receive two reports: • a tracking report indicating general progress and comparing pupils’ “on track” predictors • a full report including a detailed teacher comment and detailed grades
an additional early concern report is issued, if necessary
all full reports provide opportunities for parents, as well as pupils, to give feedback
all full reports include an idea of "Next Steps" and "Strengths"
To maximise parental attendance at parents' evenings and to make these events as meaningful as possible:
parents‟ evenings are sometimes end-on to the school day and sometimes in the evening.
parents are consulted about any proposed changes to the arrangements for these meetings
the layout of each event ensures maximum confidentiality
parents and staff are encouraged to maintain an appointment system. Parents who wish to discuss difficulties more fully are invited to come back to complete the discussion at a later date
specific parents (e.g. of underachieving pupils) are targeted to attend
a coffee bar in the foyer area is intended to make parents feel more "at home" in the school environment
parents are encouraged to complete a questionnaire, the main purposes of which are to find out:
• how useful and informative the evening has been • if they now have a clearer idea how to support their responses are followed up and acted upon
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Parental Involvement ……..to support pupil attainment
Parent Council
To make the Parent Council and its members an integral and obviously valued part of the school:
the school involves the Parent Council in open discussion of basic school issues (such as discussion of new policy statements and new initiatives) there are regular informal meetings between the Chairperson and the Head Teacher a wide range of staff is invited to come and speak at Parent Council meetings SMT minutes are sent to Parent Council for information Parent Council members attend each Parents' Evening and speak to interested parents, and potential future members, about their role in the school
Publicity
To engender a sense of pride amongst all members of the school community and to share our youngsters' successes with parents and friends:
a number of staff volunteers have formed a Media Group which meets regularly in the school sub-groups have been set up with responsibility for:
• achievement board/activity boards • development of the school web-site • reading and creative writing groups • publicity in the community
contacts with the local press ensure ongoing coverage of the good work carried out by pupils at Clydebank High School
Parents' Focus Groups To involve parents who are keen to have a deeper and more involvement,
Clydebank High School has a network of interested and supportive parents who help with the development and monitoring of new policies such as Homework, Learning and Teaching, Parental Involvement. Currently, Curriculum for Excellence provides the main focus for this activity.
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Parental Involvement ……..to support pupils with difficulties Section 2
Contact Staff
For general matters concerning a pupil's welfare, wellbeing, progress or attainment, parents contact the pupil's Pastoral Care teacher. Such enquires usually concern absence, attendance, timekeeping, health, curricular progress, homework, attitude etc.
Where pupils have a specific learning difficulty which causes difficulties for them in the classroom situation, parents contact a member of the Support for Learning department.
For more serious matters parents contact the member of the Senior Management Team best placed to assist. In most cases this will be the appropriate Head of House who has responsibility for all matters relating to pupils in that House. The Head Teacher is also available for very serious matters
Contact Parents
Similarly, members of the Senior Management Team may wish to contact parents about matters relating to pupils. Such contacts usually concern attendance, timekeeping, behaviour and curricular progress. In the most serious cases of misbehaviour, the Head Teacher may decide that a pupil should be excluded from school for a period of time. Parents are automatically informed according to procedures laid down by West Dunbartonshire Council. No pupil is sent home before the parent has been contacted (eg by telephone or by text). When a pupil is excluded, he/she is given a letter signed by the Head Teacher. This letter informs parents of the length of the exclusion and the reason for it. The letter also contains information for parents on how to appeal against the exclusion. A meeting is arranged with a member of the Senior Management Team to discuss the situation with the parent. Before the pupil is re-admitted, parents are asked to sign a declaration of cooperation.
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Parental Involvement ……..practical day to day guidelines Section 3
Contact In Person
Parents arriving in school normally have an appointment to see a member of the Senior Management Team, Pastoral Care or Support for Learning Staff. The names of all visitors and the times when they are expected are noted on the whiteboard in the main school office. Parents are not normally given access to members of staff other than those mentioned above. If a parent arrives without an appointment, office staff contact the relevant member of staff mentioned above to see if they are available or arrange an alternative time. If a parent arrives wishing to see a pupil, contact should be made with the appropriate member of the SMT who will decide if the pupil is to be released from class. Parents should never be allowed to go directly to a classroom to see a pupil. If they insist on doing so the Head Teacher should be alerted at once. If a parent is aggressive or offensive, office staff should not engage in dialogue but contact a member of the SMT immediately.
Contact By Telephone
Parents should not normally be allowed to speak directly to members of staff, other than those listed above. Office staff should offer to pass the call to a member of the SMT or the Pastoral Care team and ask for the pupil's name. If the telephone call concerns a pupil's involvement in extra-curricular activities, the appropriate member of staff may be contacted if he/she is not teaching. Otherwise, a message will be left for them by the office staff. If a parent telephones and requests that a message be passed to a pupil, this should be done only in an emergency e.g. hospital/dental appointment, house keys left, adverse circumstances at home etc. Class teachers should not normally telephone parents directly (although Heads of Department increasingly do). If there is a valid reason for doing so, the member of staff should consult the appropriate member of SMT. If a parent is abusive on the telephone, office staff should contact a member of the SMT, or, in extreme cases, put the receiver down.
Contact By Letter
Letters to parents are normally dealt with by members of the SMT and Pastoral Care staff. A range of standard letters exists and these are regularly sent home to provide routine information. Letters to parents on curricular matters should be copied to the relevant member of the SMT and sent only after consultation with them. Letters to parents should be sent by Pastoral Care staff, Heads of Department or members of the SMT. Class teachers should not normally write directly to parents.
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Parental Involvement ……..practical day to day guidelines
Contact Electronically
The school texts parents:
if there are immediate concerns about attendance to remind parents about school events such as parents‟ evenings, SQA exams. if a pupil is unexpectedly late for school
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APPENDIX 1
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APPENDIX 2 - HOW TO MAKE A COMPLAINT
CUSTOMER STANDARD
Clydebank High School Handbook 2014/2015
In the unlikely event that you are unhappy with the level of service that we provide you might wish to make a complaint. If so, here is the process: Step 1 Phone us or visit our school office. A member of staff will try to sort things
out for you on the spot. Step 2 If you are still not satisfied, you may complete a complaint form (available
from office). If you are phoning the office, the member of staff you are speaking to will send the form to you to complete and return. You can write a letter to us if you prefer.
We will make sure that: we treat your complaint fairly and thoroughly investigate it. we tell you the name of the member of staff handling your complaint. we send you a written acknowledgement within 5 working days. If possible, we will give you a full reply at this stage. we respond to your complaint within 20 working days. If your complaint is very complex or if we need to contact other organisations it may take longer, but we will let you know.
Step 3 If you are still unhappy once you have a final reply from the school you can
contact: Department of Educational Services Council Offices
Garshake Road DUMBARTON G82 3PU
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Section 4
CURRICULUM
40
THE BROAD GENERAL EDUCATION
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THE SENIOR PHASE During the broad, general education (S1-S3) pupils gain a firm foundation for progress into the Senior Phase (S4-S6). At this stage the school remains committed to the principles of Curriculum For Excellence and the continuing need to develop the 4 capacities in all of its pupils. It is very aware of the wide range of needs and abilities of its senior pupils and has developed a structure that endeavours to ensure positive destinations for all of its young people.
In the Senior Phase pupils in S4 to S6 are timetabled as a single cohort. The main benefit of this arrangement is that it allows for the creation of a wider range of viable classes at National 5 level and below which can be accessed by S5 and S6 pupils. It should also bring timetabling efficiencies that will „pay‟ for the cost of introducing some course choice a year earlier at the start of S2. On entering S4 there are a number of pathways that pupils can follow :
Route A involves up to 10 options with 3 period allocations and is intended for pupils studying at levels National 1, 2 , 3 or 4. PE and RE are timetabled for all pupils. Route B allows for the choice of up to 6 courses at levels National 5, 6 and 7, with an allocation of 5 periods per week each. Courses started at these levels in S4 last for 2 years, with assessment and certification at the end of S5. There will be 1 year courses, mainly for S6 pupils, but these could also be accessed by talented individuals in S4 and S5. In practice, routes A and B represent 2 ends of the spectrum and many pupils take a combination of A and B courses as appropriate to their needs and abilities. Pupils with additional support needs are considered on an individual basis. The flexibility of the structure and good partnership working have resulted in imaginative and rewarding pathways with positive destinations. PE and RE are timetabled for all pupils in S4. RE is timetabled in S5 for all. Most courses will be certificated using National Qualifications. However, the use of other qualifications, especially to recognise achievement, is being developed. Good progress has been made so far with ASDAN, Duke of Edinburgh and Sports Leadership, and other awards are being investigated.
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PROPOSED OPTION SHEET FOR S4 2014/2015
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Section 5
TRANSITIONS
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TRANSITION: Mrs McLaughlin, Depute Head Teacher with responsibility for the transfer from P7 to S1, will be available to attend all the P7 parents‟ evenings. October 2013 P7 pupils in each cluster primary school visit Clydebank High
for 2 periods December 2013 Distribution of school handbooks May/June 2014 Information evening for the parents of children who will enrol
in August to enable them to see the facilities, meet senior staff and discuss areas of interest or concern with their son‟s or daughter‟s future Pastoral Care teacher.
May/June 2014 P7 pupils visit Clydebank High School to familiarise
themselves with the building (dates: May 15th, 16th, 19th, 20th and 21st) Primary and secondary teachers will work together to ensure a smooth handover. A series of explanatory leaflets about the move from primary to secondary is issued in the course of each session by Clydebank High School to all P7 pupils in the associated primary schools.
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CAREERS - Skills Development Scotland Clydebank High School has regular visits from a Careers Officer. The Careers Officer works closely with the Pastoral Care Team to ensure pupils have access to all the help and support they need to make well informed decisions. The Careers Officer is in school every Monday, Wednesday and alternate Friday. (although this can vary) Pupils usually have their first contact with the Careers Officer in S3 when they choose their subjects for S4. Other important times are in S4, S5 and S6 when pupils may need the Careers Officer‟s help to decide about suitable careers, how to train for a particular job, which course/college/university to apply for and how to find employment training. Pupils have their first arranged appointment with the Careers Officer in S4 with priority being given to those who wish to leave school at the end of S4. The Careers officer prioritises appointments as some pupils need to be seen more urgently eg. University applicants and winter leavers. The Careers Service also offers:
an Activate Programme in two sessions: September – December for S5 winter leavers and January – April for S4 summer leavers a Flexible Support Programme works with S4 pupils identified as needing additional support to make the transition from school to the world of work/college/training
The Careers Officer attends key Parents‟ Evenings to give advice to parents and pupils. Pupils can get advice at the Drop-In Clinic held in the school library. Parents are always welcome to contact the Careers Service for help and advice. This can be done through the Pastoral Care Teacher or by contacting the local Careers Office.
Careers Scotland Centre Opening Hours Clyde Shopping Centre Mon – Thurs 8.45 – 16.45 5 Carinthia Way Friday 8.45 – 16.00 Clydebank G81 2UA
0141 952 1454
Clydebank High School‟s Careers Officer Mrs Debbie Moran-Smith
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Section 6
SUPPORT FOR PUPILS
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PASTORAL CARE The Pastoral Care Team consists of 4 Houses, each with a Depute Head Teacher and 2 Principal Teachers, Pastoral Care. Pupils remain with the same Pastoral Care Teacher throughout their school career ensuring continuity and the building up of positive relationships. Younger brothers and sisters enter the same House to strengthen family and Pastoral Care teacher ties Additional support is provided by a further Depute Head and 2 Principal Teachers Pastoral Care. MAIN OBJECTIVES OF PASTORAL CARE
to ensure that each child knows and is known well by a least one member of staff to ensure that each child knows where to get help to foster good relations between teachers, pupils, parents and the community. to respond quickly and effectively to the specific needs of individual pupils to encourage each child to be aware of his/her own potential to encourage each child to accept responsibility for his/her own development to record information which is relevant to the welfare of individual children
Towards the end of S1 and S3 pupils are offered subject choices. Before decisions are made, pupils are given advice by subject and Pastoral Care Teachers as well as by the Careers Service. Parents who wish to discuss any aspect of the education or welfare of their child are invited to write or to telephone the school to make an appointment with the Pastoral Care staff. PASTORAL CARE TEAMS
ADDITIONAL SUPPORT Mrs S Grumball - Depute Head Teacher Dr G Simpson - Pastoral Care
ARRAN Mrs H McLaughlin – Depute Head Teacher Mrs T George – Principal Teacher (PC) Mr G Rae – Principal Teacher (PC) Mrs W McInally – Principal Teacher (PC) BUTE Mrs E Cummings – Depute Head Teacher Mr S Inglis – Principal Teacher (PC) Ms K Thumath – Principal Teacher (PC) Mrs W McInally – Principal Teacher (PC)
CUMBRAE Mr J Hand – Depute Head Teacher Mrs J Curtis – Principal Teacher (PC) Mr D Paton – Principal Teacher (PC) Mrs L Mitchell – Principal Teacher (PC) DAVAAR Mr D Docherty – Depute Head Teacher Mrs T Bain – Principal Teacher (PC) Miss K McCairns – Principal Teacher (PC) Mrs L Mitchell – Principal Teacher (PC)
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PASTORAL CARE ARRAN HOUSE
BUTE HOUSE
Mrs H McLaughlin - DHT Arran House
Mr G Rae Mrs T George Mrs W McInally
Mrs E Cummings - DHT Bute House
Mr S Inglis Ms K Thumath Mrs W McInally
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PASTORAL CARE CUMBRAE HOUSE
DAVAAR HOUSE
Mr J Hand - DHT Cumbrae House
Mr D Paton Mrs J Curtis Mrs L Mitchell
Mr D Docherty - DHT Davaar House
Mrs T Bain Miss K McCairns Mrs L Mitchell
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WIDER PUPIL SUPPORT STRUCTURE
Clydebank High School provides a positive and safe environment which actively promotes child welfare.
We make sure that all pupils have appropriate programmes of health and personal safety as part of our overall curriculum provision.
We keep parents/carers informed about the health and personal safety programme in the school.
Through our School Councils, regular pupil surveys and pupil forums we ensure that we respect and listen to our young people.
All staff in school are required to be aware of our child protection procedures and are provided with regular information on West Dunbartonshire Council‟s Child Protection Policy and Procedures. All staff have a responsibility to report concerns regarding the welfare or safety of a young person to the head teacher. If the head teacher is of the view that there may be grounds for concern, he will immediately contact the duty senior social worker and advise him/her of the circumstances.
The school has close working relationships with all other relevant agencies. The Joint Agency Team (JAT) is the recognised forum for sharing information and collaborative working.
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SUPPORT FOR LEARNING Clydebank High School is committed to providing an appropriate education to meet the needs of all pupils. Pupils of all abilities can experience learning problems and when this occurs the Support for Learning Department can help.
The Support for Learning Department consists of specialist members of teaching staff and Learning Assistants. The school also has visiting specialists from the Hearing Impaired Service, Visual Impaired Service, English as a Second Language Service, the Language Unit and Network Support. There are close links and regular meetings with the School Educational Psychologist.
The Support for Learning Department has many roles in the school: identifying individual pupil‟s needs assisting in the delivery of the curriculum through cooperative teaching and tutorial work monitoring pupil progress with class teachers and the Pastoral Care team transferring of information between primary and secondary encouraging the use of technology to help individual pupils promoting staff development.
When a pupil receives help from the Support for Learning Department, he or she has a Support Plan drawn up, which identifies their particular needs and maps out a programme of intervention. Such plans are monitored regularly and parents are informed of progress.
Pupils whose needs are of greater concern can have Individual Educational Plans drawn up. These plans have closely defined short and long term targets, with regular parental involvement.
In addition to their many roles, the Support for Learning Department organises a Support Club at lunchtime. Pupils can visit the Support for Learning Base to ask for advice, as well as practical assistance in completing homework.
Senior pupils are also encouraged to play a role in supporting pupils‟ learning by becoming involved directly in classes to support reading, writing and general discussion. This contribution is valued by both pupils and teachers.
The Support for Learning Department encourages parents to become involved in their children‟s learning in an active way. Parents are encouraged to visit or telephone the school to discuss their child‟s progress.
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SUPPORT FOR LEARNING Enquire - the Scottish advice service for additional support for learning.
Operated by Children in Scotland, Enquire offer independent, confidential advice and information on additional support for learning through:
· a telephone helpline - 0845 123 2303 · an email enquiry service - [email protected] · an online enquiry service · two websites - www.enquire.org.uk (for parents/carers and practitioners) and
www.enquire.org.uk/yp (for children and young people)
Enquire also provide a range of clear and easy-to-read guides and fact sheets ex-plaining everything from „additional support in the early years‟ to „what planning should take place for moving on from school‟.
Mrs L Mitchell Mrs M McNicol
Ms G Beedie Mrs M Alexander Mr P Graham
Mrs S Grumball - Depute Head Teacher
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55
Section 7
SCHOOL IMPROVEMENT
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Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
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are
nts
to
asce
rta
in th
eir v
iew
s o
n t
he
eff
i-cie
ncy o
f th
e p
rocess.
Th
ere
will
be
rig
oro
us P
asto
ral C
are
m
on
ito
rin
g o
f th
e p
ers
on
alis
atio
n
pro
cess
Pe
rso
na
lisa
tio
n s
hee
ts w
ill b
e a
ud
ite
d
to a
ssess h
ow
su
cce
ssfu
lly learn
ers
n
ee
ds a
re m
et
To
up
da
te th
e C
fE c
ou
rse
in
form
atio
n o
n t
he
sch
oo
l w
eb
site
Le
arn
ers
an
d p
are
nts
will
ha
ve
cle
ar
in
for-
ma
tio
n o
n a
va
ilab
le c
ou
rse
s a
nd
pro
gre
s-
sio
n r
ou
tes, p
rese
nte
d in
an
accessib
le
form
at
D D
o-
ch
ert
y
SM
T
All
PT
s
Au
gu
st
20
13
th
en
o
ng
oin
g
Su
bje
ct
PT
s w
ill r
evie
w a
nd
, w
he
re
ne
cessa
ry,
up
da
te th
eir
de
pa
rtm
en
tal
info
rma
tio
n o
n t
he
CfE
se
ctio
n o
f th
e
we
bsite
SM
T w
ill s
urv
ey le
arn
ers
an
d p
are
nts
to
ga
ug
e th
e e
ffic
iency o
f th
e u
pd
ate
d
we
bp
ag
es
57
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
ns
Im
pa
ct
Lead
S
taff
Tim
es
cale
E
va
lua
tio
n
To
assess th
e e
ffi-
cie
ncy o
f th
e d
ocum
en
-ta
tion
use
d in
the
tra
n-
sitio
n f
rom
Bro
ad
, G
en
-e
ral E
du
catio
n t
o th
e
Se
nio
r P
ha
se
Ap
pro
pria
te p
rog
ram
me
s o
f stu
dy w
ill b
e a
va
ilable
fo
r a
ll le
arn
ers
as t
he
y m
ove
into
th
e S
en
ior
Ph
ase
Le
arn
ers
will
be
co
nfid
en
t, s
elf-a
wa
re a
nd
kn
ow
l-e
dg
eab
le a
s th
ey p
ers
ona
lise
an
d p
rog
ress th
eir
cu
rric
ulu
m
D D
o-
ch
ert
y
SM
T
All
PT
s
All
Sta
ff
Au
gu
st 2
01
3
the
n o
ng
oin
g
SM
T w
ill s
urv
ey le
arn
ers
an
d
pa
ren
ts t
o a
sce
rta
in th
eir v
iew
s
on
th
e e
ffic
ien
cy o
f th
e p
roc-
ess.
Th
ere
will
be
rig
oro
us P
asto
ral
Ca
re m
on
ito
rin
g o
f th
e p
ers
on
-a
lisa
tio
n p
rocess
Pe
rso
na
lisa
tio
n s
hee
ts w
ill b
e
au
dite
d to
assess h
ow
su
c-
ce
ssfu
lly le
arn
ers
nee
ds a
re
me
t
To
up
da
te th
e C
urr
icu
-lu
m F
or
Exce
llence
in
form
atio
n o
n t
he
scho
ol w
eb
site
Le
arn
ers
an
d p
are
nts
will
ha
ve
cle
ar
in
form
atio
n
on
ava
ilab
le c
ou
rse
s a
nd
pro
gre
ssio
n r
ou
tes, p
re-
se
nte
d in
an
en
ga
gin
g a
nd
acce
ssib
le f
orm
at
D D
o-
ch
ert
y
SM
T
All
PT
s
Se
nio
r P
up
ils
Au
gu
st 2
01
3
the
n o
ng
oin
g
Su
bje
ct
PT
s w
ill r
evie
w a
nd
, w
he
re n
ecessa
ry,
up
date
th
eir
de
pa
rtm
enta
l in
form
atio
n o
n
the
CfE
se
ctio
n o
f th
e w
eb
site
SM
T w
ill s
urv
ey le
arn
ers
an
d
pa
ren
ts t
o g
aug
e th
e e
ffic
iency
of
the
up
da
ted w
eb
pa
ges
To
de
ve
lop
an
d im
ple
-m
en
t o
ur
ne
w S
4
co
urs
es
Pu
pils
will
co
ntin
ue
to
pro
gre
ss w
ell
from
th
eir
S3
sp
ring
boa
rd
Cou
rses w
ill b
e c
ha
llen
gin
g a
nd
mee
t th
e n
ee
ds
of
all
pup
ils,
reg
ard
less o
f a
bili
ty
PT
s
All
Sta
ff
Au
gu
st 2
01
3
the
n o
ng
oin
g
Pu
pil
Vo
ice
Pa
ren
t V
oic
e
Sta
ff V
oic
e
Initia
l N
atio
na
l 3
/4 r
esu
lts
To
issue
th
e N
um
era
cy
Bo
okle
t to
pu
pils
, pa
r-e
nts
an
d s
taff
fo
r u
se
, a
s a
pp
rop
ria
te
All
pup
ils,
pa
ren
ts a
nd
te
ach
ing
sta
ff w
ill u
se
/
refe
r to
th
e N
um
era
cy B
ookle
t so
tha
t th
ere
is a
co
nsis
ten
t a
pp
roa
ch
to
Nu
me
racy a
cro
ss t
he
scho
ol a
nd
in
pu
pils
‟ h
om
es.
K
McC
air
ns
S G
rum
-b
all
Num
era
cy
Com
mitte
e
Au
gu
st 2
01
3
the
n o
ng
oin
g
Pu
pil
Vo
ice
Pa
ren
t V
oic
e
Sta
ff V
oic
e
58
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
ns
Im
pa
ct
Lead
S
taff
Tim
es
cale
E
va
lua
tio
n
To
em
be
d N
um
era
cy
ap
pro
pria
tely
acro
ss a
ll su
bje
cts
Th
ere
will
be
evid
en
ce
of a
pp
rop
ria
te N
um
era
cy
activity in
all
su
bje
ct a
reas
All
dep
art
me
nts
will
de
vo
te a
t le
ast 2
DM
s t
o N
u-
me
racy issu
es
3 c
urr
iculu
m a
rea
s w
ill c
on
trib
ute
a g
rade
to
a
form
al N
um
era
cy g
rad
e to
pa
ren
ts
K
McC
air
ns
S G
rum
-b
all
Num
era
cy
Com
mitte
e
All
Sta
ff
Au
gu
st 2
01
3
the
n o
ng
oin
g
Evid
en
ce g
ene
rate
d b
y a
ll de
-p
art
me
nts
will
be
asse
ssed
by
Co
mm
itte
e m
em
be
rs
Th
ere
will
be
co
nsis
tency o
f g
rad
ing
acro
ss 3
ke
y te
am
s o
f sta
ff
Pu
pil
Vo
ice
Pa
ren
t V
oic
e
Th
ere
will
be
evid
en
ce
of ri
sin
g
sta
nd
ard
s
To
em
be
d L
ite
racy (
i.e
. W
riting
) a
pp
rop
ria
tely
a
cro
ss a
ll su
bje
cts
Th
ere
will
be
evid
en
ce
of a
pp
rop
ria
te L
ite
racy
(wri
tin
g)
activity in
all
su
bje
ct
are
as
All
dep
art
me
nts
will
de
vo
te a
t le
ast 2
DM
s t
o L
ite
r-a
cy issu
es
So
me
de
pa
rtm
en
ts w
ill lo
ok a
he
ad
to t
he d
eve
lop
-m
en
t o
f R
ead
ing
, Lis
ten
ing
, T
alk
ing
En
glis
h D
ep
art
me
nt m
em
be
rs w
ill p
rovid
e p
racti-
ca
l h
elp
to
bu
dd
y d
ep
art
me
nts
to
help
rais
e t
he
ge
ne
ral sta
nda
rds o
f lit
era
cy.
3 c
urr
iculu
m a
rea
s w
ill c
on
trib
ute
a g
rade
to
a
form
al L
ite
racy g
rad
e t
o p
are
nts
i.e
. C
HS
36
0, S
ci-
en
ce,
So
cia
l S
ub
jects
E S
mith
S Y
ou
ng
Lite
racy
Com
mitte
e
All
Sta
ff
Au
gu
st 2
01
3
the
n o
ng
oin
g
Evid
en
ce g
ene
rate
d b
y a
ll de
-p
art
me
nts
will
be
asse
ssed
by
Co
mm
itte
e m
em
be
rs
Th
ere
will
be
co
nsis
tency o
f g
rad
ing
acro
ss 3
ke
y te
am
s o
f sta
ff
Pu
pil
Vo
ice
Pa
ren
t V
oic
e
Th
ere
will
be
evid
en
ce
of ri
sin
g
sta
nd
ard
s
To
ta
ke
fo
rwa
rd H
ealth
&
Wellb
ein
g issu
es
acro
ss th
e s
cho
ol
Intr
od
uctio
n o
f th
e
Wellb
ein
g W
hee
l R
evis
it th
e s
cho
ol‟s
D
rug
s P
olic
y
Esta
blis
h p
olic
y s
tate
-m
en
ts o
n m
en
tal
he
alth
and
pa
ren
t-in
g
By u
sin
g th
e W
ellb
ein
g W
he
el p
up
ils a
nd
sta
ff w
ill
de
ve
lop
a c
om
mo
n la
ng
ua
ge
to
id
en
tify
ne
eds a
nd
su
bse
que
nt su
pp
ort
s.
Hea
lth
&
Wellb
ein
g
Com
mitte
e
Au
gu
st 2
01
3
the
n o
ng
oin
g
Pu
pil
Vo
ice
Sta
ff V
oic
e
Th
ere
will
be
an
upd
ate
d
Dru
gs P
olic
y in
pla
ce
. P
olic
y s
tate
men
ts o
n m
en
tal
he
alth
and
pa
ren
tin
g w
ill b
e
ava
ilable
59
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
ns
Im
pa
ct
Lead
S
taff
Tim
e-
sca
le
Eva
lua
tio
n
To
pro
vid
e a
ra
ng
e o
f su
ppo
rts (
inclu
din
g t
he
C
on
so
rtia
In
form
atio
n
Bo
okle
t) f
or
S6
le
arn
-e
rs w
ho
are
in
vo
lve
d
in W
DC
‟s c
on
sort
ia
arr
an
gem
en
ts.
S6
le
arn
ers
will
be
co
nfid
en
t an
d t
ake
resp
on
si-
bili
ty fo
r th
eir
ow
n le
arn
ing
, eith
er
in C
lyd
eb
an
k
Hig
h o
r a
no
the
r co
nso
rtia
schoo
l.
Th
ere
will
be
mo
re S
QA
pa
sses a
t A
dva
nced
H
igh
er
SQ
A r
esu
lts w
ill s
tand
com
pa
riso
n w
ith
tho
se
a
ch
ieve
d b
y p
up
ils b
ased
entire
ly in
CH
S
S G
rum
-b
all
P C
ars
on
M C
ow
an
Au
gu
st 2
01
3
the
n o
ng
oin
g
Pu
pil
Vo
ice
Sta
ff V
oic
e
SQ
A r
esu
lts a
na
lysis
To
fo
rm a
Wid
er
Ach
ievem
en
t S
tra
teg
y
Gro
up
to
pro
mo
te,
reco
rd a
nd c
ele
bra
te
ach
ieve
men
t acro
ss
the
4 le
arn
ing c
on
texts
A m
ore
de
taile
d a
nd
accu
rate
tra
ckin
g s
yste
m
will
be
in p
lace
fo
r S
1-S
3
Mo
re p
up
ils w
ill b
e r
ecog
nis
ed v
ia t
he
aw
ard
ing
b
od
ies.
E C
um
-m
ings
Wid
er
Ach
ieve
-m
en
t S
tra
teg
y
Gro
up
All
Sta
ff
Au
gu
st 2
01
3
the
n o
ng
oin
g
Pu
pil
Vo
ice
Sta
ff V
oic
e
Th
ere
will
be
evid
en
ce
of a
tr
ackin
g s
yste
m a
nd
gre
ate
r d
eta
il o
f a
ch
ieve
me
nts
To
im
ple
me
nt
a n
ew
S
1 C
itiz
ensh
ip c
ou
rse
, C
HS
36
0
Fo
r o
ne
pe
rio
d p
er
we
ek a
ll S
1 p
up
ils w
ill h
ave
a
de
dic
ate
d p
erio
d w
ith
th
eir P
asto
ral C
are
te
ach
er.
Pu
pils
will
lea
rn th
roug
h a
ra
ng
e o
f ID
L t
op
ics
an
d s
ee
th
e lin
ks in
le
arn
ing
mo
re c
lea
rly.
Pu
pils
will
be s
tim
ula
ted
to le
arn
mo
re a
nd
dis
-cu
ss issu
es w
hic
h t
he
y h
ave
no
t to
uch
ed
upo
n
be
fore
.
G C
ow
an
J C
urt
is
S Y
ou
ng
Writing
T
ea
ms
Au
gu
st 2
01
3
the
n o
ng
oin
g
Pu
pil
Vo
ice
Sta
ff V
oic
e
To
use
Pu
pil
Pro
file
s
fro
m t
ran
sitio
n in
dis
-cu
ssio
ns b
etw
ee
n
lea
rners
an
d s
taff
Pa
sto
ral C
are
sta
ff,
thro
ug
h d
iscussio
ns,
will
h
ave
gre
ate
r kn
ow
led
ge r
e h
ow
we
ll le
arn
ers
are
p
rog
ressin
g a
nd
me
etin
g t
heir
go
als
. T
he
Pe
rso
na
lisa
tio
n p
roce
ss w
ill b
e m
ore
in
-fo
rmed
in t
erm
s o
f th
e lea
rne
r‟s s
tre
ng
ths/
inte
rests
.
H
McL
au
gh
-lin
Le
ad
te
ach
ers
C
HS
36
0
Pa
sto
ral
Care
Au
gu
st 2
01
3
the
n o
ng
oin
g
Pa
ren
t V
oic
e
Pu
pil
Vo
ice
60
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
ns
Im
pa
ct
Lead
S
taff
Tim
es
cale
E
va
lua
tio
n
To
im
ple
me
nt
a tu
tor
pe
rio
d p
er
we
ek fo
r all
S5
/6 p
up
ils
All
pup
ils w
ill le
arn
ab
ou
t stu
dy s
kill
s a
nd
exa
m
techn
ique
s.
All
pup
ils w
ill le
arn
fro
m t
he
YP
I in
itia
tive
an
d
lea
rn m
ore
abo
ut ch
arity
wo
rk in
the
ir lo
cal a
rea
. A
ll p
up
ils w
ill r
ece
ive
le
ad
ers
hip
tra
inin
g.
Att
ain
me
nt w
ill r
ise
.
G R
ae
L P
ren
tice
D O
‟Neill
S Y
ou
ng
Au
gu
st 2
01
3
the
n o
ng
oin
g
Pu
pil
Vo
ice
Sta
ff V
oic
e
Pu
pils
will
be b
ette
r p
rep
are
d
for
SQ
A e
xa
min
atio
ns
61
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Pri
ori
ty 2
: L
ea
rnin
g a
nd
Te
ach
ing
Fo
cu
s Q
I:
2.1
(L
ea
rners
‟ E
xp
erie
nce
s)
5.2
(T
each
ing F
or
Eff
ective
Le
arn
ing
)
Ra
tio
na
le :
T
o m
ake s
ure
th
at le
arn
ing a
nd
te
ach
ing
in
all
cla
ssro
om
s is a
ppro
pria
te
for
both
A C
urr
icu
lum
For
Exce
llence
an
d t
he c
urr
ent
SQ
A s
tru
ctu
re
WD
C S
erv
ice P
lan
:
To im
pro
ve
att
ain
me
nt
Ac
tio
ns
Im
pa
ct
Lea
d S
taff
T
ime
-s
ca
le
Eva
lua
tio
n
To
in
tro
duce
th
e n
ew
C
lick a
nd
Go T
rackin
g
an
d R
epo
rtin
g S
yste
m
to a
ll sta
ff.
An
aly
sis
of d
ata
will
ind
ica
te u
nd
erp
erf
orm
ing
lea
rners
wh
o w
ill b
e ta
rge
ted
fo
r sup
po
rt. R
ais
ing
Att
ain
me
nt te
ach
ers
an
d m
en
tors
will
mo
nito
r p
up
il p
rog
ress a
nd
pro
vid
e s
up
po
rt, a
s n
ece
s-
sa
ry.
Pa
ren
ts/C
are
rs w
ill f
ee
l fu
lly info
rmed
re
he
lpin
g
pro
gre
ss th
eir c
hild
‟s le
arn
ing.
Fin
al e
xa
m a
naly
sis
will
in
dic
ate
are
as o
f succe
ss
an
d w
ea
kn
ess.
H M
cL
au
gh
-lin
J H
an
d
G R
ae
D O
‟Neill
Assessm
en
t &
Re
po
rtin
g
Gro
up
Au
gu
st
20
13
th
en
o
ng
oin
g
HT
, S
MT
an
d P
Ts w
ill m
on
ito
r p
rog
ress a
t m
on
thly
mee
ting
s.
JH
will
use
da
ta t
o p
redic
t re
su
lts.
Att
ain
me
nt w
ill r
ise
.
To
ma
ke
gre
ate
r use
o
f G
L a
ssessm
ent
info
rma
tio
n a
t tr
ansi-
tio
n a
nd
in
S2
.
A d
ee
pe
r a
na
lysis
of th
e d
ata
will
pro
vid
e u
se
ful
info
rma
tio
n fo
r a
ll sta
ff w
hic
h w
ill b
e t
ake
n in
to
acco
un
t to
en
su
re a
ll le
arn
ers
‟ n
ee
ds a
re m
et
and
p
rog
ressio
n ta
kes p
lace
.
H M
cL
au
gh
-lin
Au
gu
st
20
13
th
en
o
ng
oin
g
At
tra
nsitio
n d
ata
will
be
use
d
to p
lace
le
arn
ers
in
En
glis
h
an
d M
ath
s s
ucce
ssfu
lly.
Da
ta w
ill b
e a
naly
se
d to
as-
se
ss p
rog
ressio
n th
roug
h
S1
/2.
Follo
w-u
p a
ctio
n w
ill b
e
taken
, as a
pp
rop
ria
te.
62
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
ns
Im
pa
ct
Lea
d S
taff
T
ime
-s
ca
le
Eva
lua
tio
n
To
bu
ild o
n lin
ks e
sta
b-
lishe
d w
ith
prim
ary
co
llea
gu
es a
nd E
ng
-lis
h/M
ath
s s
taff
to
sh
are
pro
gra
mm
es o
f w
ork
.
Le
arn
ers
at
tra
nsitio
n w
ill h
ave c
om
ple
ted
th
e
sa
me
pro
gra
mm
e o
f w
ork
. S
taff
in
bo
th s
ecto
rs w
ill fe
el m
ore
co
nfid
en
t a
bou
t C
fE g
rad
es
Pro
fessio
na
l d
ialo
gu
e a
nd
mod
era
tio
n a
ctivitie
s
sh
ow
an
im
pro
vem
en
t in
un
ders
tand
ing a
cro
ss
se
cto
rs.
H M
cL
au
gh
-lin
En
glis
h/
Ma
ths L
ink
Te
ach
ers
Pri
ma
ry
Te
ach
ers
Se
pte
mb
er
20
13
Sta
ff V
oic
e
Pu
pil
Vo
ice
To
in
cre
ase
en
gag
e-
me
nt
with
pa
rents
an
d
pu
pils
fro
m P
5/6
-7.
Pa
ren
ts w
ill f
eel co
nfid
en
t a
bou
t th
eir
ch
ild a
tte
nd
-in
g C
lyd
eb
ank H
igh
, L
ea
rne
rs‟ n
eed
s a
nd
su
pp
ort
s w
ill b
e ide
ntifie
d a
t a
n e
arlie
r sta
ge
to
allo
w f
orw
ard
pla
nn
ing
. O
pp
ort
unity f
or
lea
de
rship
skill
s w
ill b
e d
eve
lop
ed
in
S1
/2.
H M
cL
au
gh
-lin
W M
cIn
ally
J C
urt
is
Octo
be
r 2
01
3
Pu
pil
Vo
ice
Le
arn
ers
in
S1
/2 w
ill p
art
ici-
pa
te in
wo
rkin
g w
ith
prim
arie
s
an
d d
ispla
y lea
de
rsh
ip s
kill
s
an
d e
mb
race
re
spo
nsib
ility
.
To
in
ve
stiga
te in
-cre
ase
d in
vo
lve
me
nt
with
oth
er
cu
rric
ulu
m
are
as w
ith
Pri
ma
ry
Colle
ag
ues
Sta
ff in
bo
th s
ecto
rs w
ill h
ave
a s
ha
red
un
de
r-sta
nd
ing o
f un
its o
f w
ork
. L
ea
rne
rs w
ill p
rog
ress in
th
eir le
arn
ing
in
all
cu
r-ri
cu
lum
are
as w
ith
little/n
o r
epe
titio
n
Sta
ff in
all
cu
rric
ulu
m a
rea
s w
ill h
ave
an
opp
ort
u-
nity t
o d
iscu
ss/s
ha
re t
each
ing
me
tho
ds.
H M
cL
au
gh
-lin
PT
s
Pri
ma
ry H
Ts
Ja
nua
ry
20
14
Ma
y/J
un
e
20
14
Sta
ff e
va
lua
tio
ns
Un
its o
f w
ork
in
th
e B
roa
d,
Ge
ne
ral E
du
ca
tion
will
be
ad
ap
ted
to e
nsu
re p
rog
ressio
n
Th
ere
will
be
clo
se
r re
latio
n-
sh
ips w
ith
sta
ff in
bo
th s
ecto
rs.
To
in
cre
ase
th
e u
se
of
GL
OW
An
incre
ase
d u
se o
f G
LO
W w
ill s
up
po
rt le
arn
ing
a
nd
tea
ch
ing.
Th
ere
will
be
an
incre
ase
d u
se o
f sch
oo
l em
ail
for
co
mm
unic
ation
by p
up
ils.
New
GLO
W d
eve
lopm
ents
will
be
ado
pte
d.
J H
an
d
All
PT
s
All
Sta
ff
Sp
rin
g
20
14
Th
ere
will
be
in
cre
ased
access
to G
low
da
ta.
Th
ere
will
be
evid
en
ce
of im
-p
rove
d c
om
mu
nic
atio
n b
e-
twe
en
sta
ff a
nd
pu
pils
.
63
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
ns
Im
pa
ct
Lead
S
taff
Tim
e-
sca
le
Eva
lua
tio
n
To
de
live
r L
ea
rnin
g
Assem
blie
s o
n c
hosen
a
sp
ects
of le
arn
ing
acro
ss a
ll ye
ar
gro
up
s
thro
ugh
ou
t th
e y
ea
r
Pu
pils
will
be a
u fa
it w
ith
th
e 4
co
nte
xts
fo
r le
arn
ing
, B
loom
‟s T
axo
no
my,
ind
ep
en
den
t le
arn
-in
g
E C
um
min
gs
SM
T
On
go
ing
thro
ugh
-o
ut
se
s-
sio
n
20
13
/14
Pu
pil
Vo
ice
To
se
rve
on
th
e W
DC
C
PD
Ste
eri
ng G
rou
p
Sta
ff w
ill r
eco
rd th
eir
CP
D p
lans o
n th
e W
DC
C
PD
we
bsite
E C
um
min
gs w
ill d
eliv
er
a w
ho
le-s
taff
pre
sen
ta-
tio
n o
n P
rofe
ssio
na
l U
pd
ate
Cly
de
ba
nk H
igh w
ill p
art
icip
ate
in
the
GT
C P
ro-
fessio
na
l U
pd
ate
pilo
t S
taff
will
se
lf-e
valu
ate
usin
g t
he
GT
C
sta
nd
ard
s
Sta
ff w
ill r
eco
rd th
eir
self-
evalu
ation
fo
r a
nnu
al
me
asu
rem
en
t o
f im
pa
ct
PR
Ds w
ill b
e c
arr
ied
out
usin
g c
oach
ing
tech
-n
iqu
es.
E C
um
min
gs
Octo
be
r 2
01
3
E C
um
min
gs w
ill o
ve
rse
e th
e
use
of
the
WD
C C
PD
we
bsite
lin
ke
d to
GT
C P
rofe
ssio
na
l U
pd
ate
A s
taff a
naly
sis
re
th
e im
pa
ct
CP
D h
as h
ad
on
lea
rnin
g a
nd
te
ach
ing w
ill p
rovid
e h
ard
e
vid
en
ce
.
To
se
lf r
eflect
afte
r th
e
in-
se
rvic
e d
ay in
Ma
y
20
13
an
d D
ep
art
me
n-
tal P
rofe
ssio
na
l D
ia-
log
ues a
nd
pla
n t
heir
o
wn
de
ve
lop
me
nt
ne
eds f
or
PR
D
Eff
ective
qu
estio
nin
g a
nd
active
le
arn
ing
will
be
th
e d
efa
ult c
lassro
om
le
arn
ing str
ate
gie
s
All
Sta
ff
On
go
ing
thro
ugh
-o
ut
se
s-
sio
n
20
13
/14
P
rofe
ssio
na
l D
ialo
gu
e
Pu
pil
Vo
ice
Min
ute
s
Cla
ssro
om
Ob
se
rva
tio
n fin
d-
ing
s
To
fo
rm a
Sha
ring
P
ractice
Gro
up
(th
e
ne
w L
ea
rnin
g T
ea
m)
Invo
lve
me
nt
with
Ta
pe
str
y w
ill c
on
tin
ue.
Th
e C
PD
bu
dg
et
will
be
used
to
pro
mo
te p
rofe
s-
sio
na
l le
arn
ing
Sh
ari
ng p
ractice
as a
mea
ns o
f P
rofe
ssio
nal
Deve
lop
me
nt
will
be
em
bed
ded
E C
um
min
gs
Lin
k S
MT
PT
s
Sh
ari
ng
Pra
ctice
G
rou
p
All
Sta
ff
On
go
ing
thro
ugh
-o
ut
se
s-
sio
n
20
13
/14
P
rofe
ssio
na
l D
ialo
gu
e
Pu
pil
Vo
ice
Cla
ssro
om
Ob
se
rva
tio
n fin
d-
ing
s
64
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
ns
Im
pa
ct
Lea
d S
taff
T
ime
-s
ca
le
Eva
lua
tio
n
To
co
mple
te th
e
pla
nne
d th
ree
ye
ar
cycle
of
the
Lea
rnin
g
Te
am
(E C
um
min
gs t
o w
rite
im
pa
ct an
d a
na
lysis
) E
Cu
mm
ings
Le
arn
ing
T
ea
m
Octo
be
r 2
01
3
SM
T
Sta
ff V
oic
e
To
em
be
d c
ha
llen
ge
w
ith
in t
he
4 c
on
texts
of
lea
rnin
g a
s th
e th
em
e
of
cla
ssro
om
ob
se
rva
-tio
ns
Th
ese
lea
rnin
g e
pis
od
es w
ill b
e p
lan
ne
d a
nd
de
-liv
ere
d w
ith
in t
he
fo
ur
co
nte
xts
of
lea
rnin
g.
Th
ere
will
be
a g
rea
ter
aw
are
ne
ss o
f th
ese
4 c
on
-te
xts
am
on
gst sta
ff a
nd
pup
ils.
Th
ere
will
be
mo
re e
vid
ence
of th
e 4
con
texts
d
uri
ng lea
rnin
g v
isits b
y S
MT
an
d P
Ts.
E C
um
min
gs
Lin
k S
MT
PT
s C
urr
icu
-lu
m
All
Sta
ff
On
go
ing
thro
ugh
ou
t se
ssio
n
20
13
/14
P
rofe
ssio
na
l D
ialo
gu
e
Pu
pil
Vo
ice
Cla
ssro
om
Ob
se
rva
tio
n fin
d-
ing
s
To
pro
mo
te lea
rnin
g in
th
e 4
co
nte
xts
in
cla
ss-
roo
ms,
co
rrid
or
and
o
the
r pu
blic
sp
aces
Th
e f
ollo
win
g w
ill b
e p
ub
licly
dis
pla
ye
d :
CH
S p
oste
rs p
rom
otin
g c
om
mo
n e
tho
s
Pu
pil
wo
rk
Dep
art
me
nta
l in
form
atio
n, in
clu
din
g B
loo
m‟s
Su
bje
ct
rele
va
nce
fo
r lif
e a
nd
wo
rk b
eyo
nd
sch
oo
l W
ide
r A
ch
ieve
men
t P
rom
otio
n o
f ID
L
All
Sta
ff
On
go
ing
thro
ugh
ou
t se
ssio
n
20
13
/14
Cla
ssro
om
wa
lls, co
rrid
ors
and
p
ub
lic s
paces w
ill r
efle
ct th
e
imp
ort
ance
of
lea
rnin
g a
cro
ss
the
fou
r co
nte
xts
Pu
pil
Vo
ice
To
re
fin
e th
e S
5 m
en
-to
rin
g s
ch
em
e,
with
a
pa
rtic
ula
r fo
cu
s o
n
incre
ased
nu
mbe
rs o
f m
en
tee
s
Pu
pils
will
be m
ore
org
an
ise
d a
nd
focuse
d.
Pu
pils
will
fee
l su
ppo
rte
d a
nd
en
cou
rage
d.
Pu
pils
‟ stu
dy s
kill
s w
ill im
pro
ve.
Th
e s
tru
ctu
re w
ill a
llow
fo
r su
sta
inab
ility
an
d fo
cu
s
on
incre
ased
pup
il m
otiva
tion
an
d c
om
mitm
ent.
G R
ae
L P
ren
tice
D O
‟Neill
S M
uir
S Y
ou
ng
SM
T
PT
PC
Vo
lun
tee
r M
en
tors
Au
gu
st
20
13
th
en
o
ng
oin
g
Pu
pil
Vo
ice
Pa
ren
t V
oic
e
Sta
ff V
oic
e
Pu
pil
pro
gre
ss w
ill b
e tra
cke
d.
SQ
A p
rese
nta
tio
ns d
ata
will
sh
ow
an
up
wa
rd t
urn
.
65
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
ns
Im
pa
ct
Lea
d S
taff
T
ime
-s
ca
le
Eva
lua
tio
n
To
pro
vid
e t
rain
ing
fo
r a
ll m
en
tors
Th
ere
will
be
a c
onsis
ten
t a
pp
roa
ch t
o m
en
tori
ng
a
cro
ss a
ll m
ento
rs a
nd m
en
tee
s.
G R
ae
L P
ren
tice
D O
‟Neill
S M
uir
S Y
ou
ng
To
K
Octo
be
r 2
01
3
Sta
ff V
oic
e
To
pro
vid
e n
ew
ma
teri
-a
ls fo
r th
e n
ew
S4
m
en
tori
ng p
rog
ram
me
Th
ere
will
be
a c
onsis
ten
t a
pp
roa
ch.
Pu
pils
will
be m
ore
org
an
ise
d a
nd
focuse
d.
Pu
pils
will
fee
l su
ppo
rte
d a
nd
en
cou
rage
d.
Pu
pils
‟ stu
dy s
kill
s w
ill im
pro
ve.
Pu
pils
will
ha
ve
an
op
po
rtu
nity t
o d
eve
lop
po
sitiv
e
stu
dy h
ab
its,
lea
din
g to
in
cre
ase
d a
tta
inm
en
t in
S
5 a
nd
be
yo
nd.
G R
ae
L P
ren
tice
D O
‟Neill
S M
uir
S Y
ou
ng
Octo
be
r 2
01
3
Sta
ff V
oic
e
Pa
ren
t V
oic
e
Pu
pil
Vo
ice
Pu
pils
will
be t
racked
aga
inst
inte
rna
l att
ain
men
t m
easu
res.
To
re
fin
e S
up
po
rte
d
Stu
dy a
rra
ng
em
en
ts
with
an
em
ph
asis
on
co
nte
nt
Sta
ff w
ill le
t p
up
ils k
no
w in
ad
va
nce t
he
co
nte
nt o
f e
ach S
up
po
rte
d S
tud
y s
essio
n.
Pu
pil
eva
luatio
ns w
ill im
pro
ve
.
G R
ae
Se
pte
m-
be
r 2
01
3
Pu
pil
Vo
ice
Pa
ren
t V
oic
e
Sta
ff V
oic
e
To
co
ord
ina
te a
se
ries
of
SQ
A m
ark
ing
w
ee
ks,
focu
sin
g o
n
exa
m lite
racy
Pu
pils
will
becom
e m
ore
fa
mili
ar
with
th
e S
QA
a
pp
roach
to
ma
rkin
g e
xa
m p
ap
ers
. P
up
ils w
ill g
ain
in
co
nfid
ence
an
d e
xa
m t
ech
-n
iqu
e.
Att
ain
me
nt w
ill r
ise
.
J H
an
d
PT
s
All
Sta
ff
Octo
be
r 2
01
3 th
en
o
ng
oin
g
Pu
pil
Vo
ice
Pa
ren
t V
oic
e
Sta
ff V
oic
e
66
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Pri
ori
ty 3
:
Pa
rtn
ers
hip
With P
are
nts
and
Oth
er
Bo
die
s
Fo
cu
s Q
I:
5.7
(P
art
ners
hip
with
lea
rners
and p
are
nts
)
Ra
tio
na
le :
T
o in
vo
lve
pa
rents
an
d p
art
ners
in
a d
ee
pe
r a
nd m
ore
me
an
ing
ful w
ay
in t
he life o
f th
e s
ch
oo
l, w
ith
a v
iew
to
mo
re e
ffe
ctive
co
llabo
ratio
n b
e-
twe
en
ho
me
an
d s
ch
oo
l
WD
C S
erv
ice P
lan
:
To im
pro
ve
att
ain
me
nt an
d d
eve
lop o
pp
or-
tunitie
s to
im
pro
ve
Ac
tio
ns
Im
pa
ct
Lea
d S
taff
T
ime
-s
ca
le
Eva
lua
tio
n
To
im
ple
me
nt
GIR
FE
C
Intr
od
uce
ne
w a
nd
up
-d
ate
d p
ape
rwo
rk f
or
Pu
pil
Su
pp
ort
Use
the
SH
AN
AR
RI
he
ad
ing
to
ide
ntify
p
up
il n
ee
ds le
ad
ing
to
th
e in
tro
duction
of
GIR
FE
C c
om
plia
nt
refe
rra
ls.
All
sta
ff w
ill k
no
w a
nd
un
de
rsta
nd
SH
AN
AR
RI.
Sta
ff w
ill b
e u
sin
g th
e s
am
e lan
gu
age
to
id
en
tify
p
up
il n
ee
ds.
S G
rum
ball
All
Su
pp
ort
S
taff
Au
gu
st
20
13
an
d
on
go
ing
Su
pp
ort
sta
ff w
ill b
e u
sin
g th
e
ne
w G
IRF
EC
co
mp
lian
t p
ape
r-w
ork
. S
taff
re
ferr
als
will
re
flect
the
u
se
of
SH
AN
AR
RI
wh
en
id
enti-
fyin
g p
up
il n
eed
s.
To
in
vite
loca
l e
mp
loy-
ers
to e
xp
eri
en
ce
Cu
r-ri
cu
lum
fo
r E
xce
llen
ce
thro
ugh
the
exp
eri
-e
nces o
f yo
un
g p
eop
le
em
ba
rkin
g o
n S
enio
r P
ha
se
.
Lo
cal em
plo
ye
rs w
ill h
ave
th
e o
pp
ort
un
ity t
o b
e-
co
me
mo
re in
form
ed
ab
ou
t C
fE le
ve
ls/a
wa
rds.
Em
plo
ye
rs w
ill e
xp
eri
ence
th
e d
iffe
ren
t le
arn
ing
a
nd
tea
ch
ing m
eth
odo
log
ies in t
od
ay‟s
cla
ssro
om
. E
mp
loye
rs f
ee
l m
ore
in
form
ed
an
d f
am
ilia
r w
ith
n
ew
qu
alif
icatio
ns.
Le
arn
ers
will
ga
in c
on
fide
nce
in
sha
rin
g e
xp
eri
-e
nce w
ith
em
plo
ye
rs
H M
cL
au
gh
-lin
C R
ussell
R D
oyle
Octo
be
r 2
01
3
Th
e s
ch
oo
l w
ill s
urv
ey e
mp
loy-
ers
. E
mp
loye
rs w
ill b
ecom
e m
ore
in
vo
lve
d in
th
e s
ch
ool cu
rric
u-
lum
. P
up
il V
oic
e
67
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
ns
Im
pa
ct
Lea
d S
taff
T
ime
-s
ca
le
Eva
lua
tio
n
To
de
ve
lop
furt
he
r b
usin
ess p
art
ne
rship
s
tha
t w
ill c
on
trib
ute
to
th
e „L
ife
Lo
ng
Lea
rnin
g‟
eve
nts
in
S1
an
d S
3.
Lo
cal em
plo
ye
rs/b
usin
esses w
ill e
nh
an
ce a
nu
m-
be
r o
f cu
rric
ulu
m a
reas.
Le
arn
ers
will
fe
el m
ore
in
form
ed
re
th
e c
on
trib
u-
tio
n d
iffe
ren
t su
bje
cts
ca
n m
ake
to
the
wo
rld
of
wo
rk.
Th
e n
um
be
r o
f b
usin
ess p
art
ne
rs w
ill in
cre
ase.
Pu
pils
will
use
th
e e
xp
eri
ence
ga
ined
fro
m b
usi-
ne
ss v
isits to
ma
ke in
form
ed
ch
oic
es a
t P
ers
ona
l-is
atio
n
To
co
nta
ct
pa
ren
ts/s
take
hold
ers
of
CH
S to
ga
the
r d
eta
ils o
f ca
ree
r/e
xp
ert
ise
wh
ich
co
uld
enh
ance
p
up
il kno
wle
dg
e
H M
cL
au
gh
-lin
C R
ussell
R D
oyle
Au
gu
st
20
13
Pu
pil
Vo
ice
Bu
sin
ess E
va
luation
To
sh
are
asse
ssm
en
t sta
nd
ard
s
Sta
ff w
ill b
e f
ully
aw
are
of
the
na
tion
al sta
nd
ard
fo
r S
QA
qu
alif
ica
tion
s.
Sta
ff w
ill a
pp
ly t
he s
tan
da
rd t
o le
arn
ing
an
d te
ach
-in
g.
A S
ha
ring
Sta
nd
ard
IN
SE
T e
ve
nt
will
be h
eld
. T
he
su
bje
ct sta
nd
ard
will
be
co
mm
un
ica
ted
to
sta
ff.
J H
an
d
PT
s
SQ
A N
om
i-n
ee
s
Au
gu
st
20
13
th
en
o
ng
oin
g
Assessm
en
t m
ate
ria
ls w
ill b
e
ve
rifie
d s
uccessfu
lly.
To
de
ve
lop
a s
erie
s o
f p
are
nt
wo
rksh
ops
To
de
ve
lop
an
d m
ain
-ta
in w
ork
ing
lin
ks w
ith
p
are
nt fo
cu
s g
roup
s
Pa
ren
ts w
ill u
nd
ers
tan
d b
ette
r h
ow
to
su
pp
ort
th
eir
ch
ildre
n
G R
ae
L P
ren
tice
D O
‟Neill
S Y
ou
ng
Au
gu
st
20
13
th
en
o
ng
oin
g
Pa
ren
tal a
tte
nda
nce
and
fee
d-
ba
ck
Sta
ff f
ee
db
ack
Th
ere
will
be
in
cre
ased
pa
ren
-ta
l a
tte
nda
nce
at sch
ool e
ve
nts
68
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
ns
Im
pa
ct
Lea
d S
taff
T
ime
-s
ca
le
Eva
lua
tio
n
To
de
ve
lop
furt
he
r scho
ol-
ho
me
lin
ks v
ia
Ed
mo
do
and
/or
em
ail/
text
me
ssag
ing
with
th
e p
are
nt o
f e
ve
ry
me
nte
e
Pa
ren
ts w
ill w
ork
mo
re c
lose
ly w
ith
th
e s
ch
oo
l G
Ra
e
L P
ren
tice
D O
‟Neill
Au
gu
st
20
13
th
en
o
ng
oin
g
Pa
ren
tal fe
ed
back
Pu
pil
pro
gre
ss
69
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Pri
ori
ty 4
:
Eth
os
Fo
cu
s Q
I:
9.3
(D
eve
lopin
g p
eo
ple
an
d p
art
ners
hip
s)
4.1
(E
ng
ag
ing
with
th
e loca
l co
mm
unity)
Ra
tio
na
le :
T
o s
upp
ort
th
e d
eve
lopm
ent
of
an in
clu
siv
e a
tmo
sp
he
re th
roug
hout
the s
ch
oo
l to
se
cure
th
e g
row
th o
f in
de
pe
nd
ently-m
inde
d a
nd
se
lf-
co
nfid
en
t yo
ung
peo
ple
WD
C S
erv
ice P
lan
:
To im
pro
ve
att
ain
me
nt an
d d
eve
lop o
p-
port
unitie
s t
o im
pro
ve
ach
ieve
me
nt
Ac
tio
ns
Im
pa
ct
Lead
S
taff
Tim
e-
sca
le
Eva
lua
tio
n
To
im
ple
me
nt
Rig
hts
R
esp
ecting
Sch
ool
Aw
ard
(R
RS
A)
To
lin
k th
e A
rtic
les to
:
all
scho
ol e
ve
nts
scho
ol p
ap
erw
ork
all
de
pa
rtm
en
ts
To
in
tro
duce
Cla
ss-
roo
m C
ha
rte
rs.
To
pro
mo
te t
he m
erit
an
d d
em
erit syste
m
with
in t
he
sch
oo
l.
To
pro
mo
te t
he u
se
of
UN
CR
C to
pa
ren
ts
To
su
pp
ort
pu
pils
to
p
rom
ote
SIP
Art
icle
s w
ill b
e r
eco
gn
ise
d b
y a
ll pu
pils
, sta
ff a
nd
p
are
nts
. A
rtic
les w
ill b
eco
me
th
e lan
gu
ag
e o
f „r
espe
ctfu
l‟ con
ve
rsa
tio
ns f
or:
pu
pil/
pup
il; p
upil/
pa
rent;
pup
il/sta
ff; sta
ff/s
taff
an
d
sta
ff/p
are
nt
inte
ractio
ns.
An
up
da
ted
me
rit/
de
me
rit
syste
m b
ased
on
pu
pil
inp
ut w
ill b
e in
trod
uce
d
Pa
ren
ts w
ill b
ecom
e m
ore
aw
are
of
the
de
tails
a
nd
pu
rpose
of
RR
SA
. P
up
ils w
ill t
ran
sla
te S
IP a
nd d
eliv
er
to o
the
rs
S G
rum
ball
T B
ain
K M
cC
air
ns
T G
eo
rge
Ste
eri
ng
G
rou
p
Au
gu
st
20
13
th
en
o
ng
oin
g
Th
e s
ch
oo
l w
ill a
chie
ve
Le
vel
1 R
RS
Aw
ard
. S
taff
Vo
ice
Pu
pil
Vo
ice
70
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Ac
tio
ns
Im
pa
ct
Lea
d S
taff
T
ime
-s
ca
le
Eva
lua
tio
n
To
re
vita
lise
the
Ho
use
syste
m
Hou
ses w
ill h
ave
a h
igh
er
pro
file
. T
he
re w
ill b
e m
ore
Hou
se a
sse
mb
lies.
Th
ere
will
be
in
cre
ased
Ho
use
-ba
sed
activity a
nd
co
mp
etitio
ns.
Th
ere
will
be
an
incre
ase
in
lea
rne
r m
ora
le a
nd
a
tta
inm
en
t.
J H
an
d
DH
Ts
Au
gu
st
20
13
th
en
o
ng
oin
g
A H
ou
se
Even
t C
ale
nd
ar
will
be
p
rod
uce
d.
SM
T w
ill m
on
ito
r th
e n
um
be
r of
be
ha
vio
ur
refe
rra
ls a
nd
me
rit
aw
ard
s a
nd
ge
ne
ral le
arn
er
be
ha
vio
ur
roun
d t
he
scho
ol
To
re
vie
w a
nd
re
vis
e
the
syste
m o
f le
arn
er-
ele
cte
d H
ou
se c
ap
tain
s
Th
ese
sen
iors
will
ha
ve
an
opp
ort
unity f
or
gre
ate
r re
sp
on
sib
ility
an
d lea
de
rsh
ip.
Hou
se
activitie
s w
ill b
e w
ell
org
an
ise
d a
nd
fo
-cu
se
d.
DH
Ts
Au
gu
st
20
13
th
en
o
ng
oin
g
Sta
ff V
oic
e
Pu
pil
Vo
ice
. R
evis
ions m
ad
e t
o s
yste
m
ba
sed
on t
hese
vie
ws.
Th
ere
will
be
active
Hou
se
Ca
pta
ins in
post.
To
ra
ise
fu
nds f
or
ou
r M
ala
wi p
art
ne
r sch
oo
l
Writt
en lin
ks b
etw
ee
n th
e 2
sch
oo
ls w
ill c
on
tin
ue
. M
ore
eq
uip
me
nt
will
be
bou
gh
t fo
r th
e s
ch
oo
l in
M
asa
njo
. A
no
the
r g
roup
of se
nio
r p
up
ils w
ill g
o o
ut to
Ma
law
i in
2 y
ea
rs‟ tim
e.
I Ir
vin
e
P H
am
ilto
n
All
Sta
ff
Ja
nua
ry
20
14
th
en
o
ng
oin
g
Pu
pil
Vo
ice
Sta
ff V
oic
e
Th
ere
will
be
evid
en
ce
fro
m
lett
ers
and
vid
eo
clip
s.
71
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Pri
ori
ty
Lea
d S
taff
E
xp
ecte
d Im
pa
ct
Mo
nit
ori
ng
Cri
teri
a
To
an
aly
se
SQ
A r
esu
lts p
roac-
tive
ly t
o im
pact
po
sitiv
ely
on
ne
xt
se
ssio
n‟s
att
ain
men
t da
ta
(esp
ecia
lly v
ia m
en
tori
ng
, re
-co
urs
ing,
prio
r a
tta
inm
en
t in
for-
ma
tio
n t
o d
epa
rtm
en
ts)
To
cre
ate
an
d im
ple
me
nt a
rais
-in
g a
tta
inm
en
t ca
len
da
r
J H
an
d
Pu
pils
will
be p
laced
at th
e c
orr
ect
leve
l fr
om
the
ve
ry s
tart
of
term
Me
nte
es w
ill b
e id
entifie
d a
ccura
tely
. S
taff
will
ha
ve
accu
rate
exp
ecta
tio
ns
of
all
pup
ils.
All
dep
art
me
nts
will
ha
ve
ag
ree
d
actio
n p
oin
ts t
o c
on
solid
ate
and
/or
imp
rove
pe
rfo
rman
ce
All
dep
art
me
nts
will
ad
dre
ss a
ny
dis
pa
rity
betw
ee
n c
om
pon
en
t e
le-
me
nts
Th
e s
ch
oo
l w
ill d
ela
y fin
al d
ecis
ions
re p
rese
nta
tion
le
vels
in
NQ
co
urs
es
as lo
ng
as p
ossib
le.
Att
ain
me
nt le
ve
ls w
ill r
ise
in
S5
/6
Sta
ff V
oic
e
Reg
ula
r m
ee
ting
s o
f H
T/D
HT
/PT
s
thro
ugh
ou
t th
e y
ea
r w
ill ide
ntify
issue
s a
s
pri
ori
ties
Th
ere
will
be
fe
we
r le
ve
l cha
ng
es.
To
re
vie
w t
he
pro
filin
g s
yste
m in
th
e B
road
, G
ene
ral E
du
ca
tion
W M
cIn
ally
J H
an
d
Pu
pils
will
be t
rain
ed
in
usin
g th
e
syste
m.
Sta
ff w
ill b
ecom
e m
ore
fa
mili
ar
with
th
e p
rocess s
upp
ort
ing
pu
pils
. T
he
qu
alit
y o
f th
e p
rofile
s w
ill im
-p
rove
. G
low
an
d e
-po
rtfo
lios w
ill b
e inco
r-p
ora
ted
in a
mo
re m
ean
ing
ful w
ay.
Pu
pil
Vo
ice
Sta
ff V
oic
e
Pa
ren
t V
oic
e
Th
e e
vid
en
ce
fro
m t
he
folio
s th
em
se
lve
s
will
sh
ow
an
im
pro
vem
en
t in
qu
alit
y.
72
Clydebank High School Handbook 2014/2015
OUR SCHOOL IMPROVEMENT PLAN
Pri
ori
ty
Lea
d S
taff
E
xp
ecte
d Im
pa
ct
Mo
nit
ori
ng
Cri
teri
a
To
re
vie
w o
ur
SQ
A p
rese
nta
tio
n
po
licy w
ith
a v
iew
to
in
cre
asin
g
pu
pil
motiva
tio
n
J H
an
d
SM
T
PT
PC
Th
ere
will
be
an
Ag
ree
men
t outlin
ing
th
e s
ch
oo
l‟s e
xp
ecta
tio
ns.
Pu
pils
will
kn
ow
th
e s
tan
da
rds to
a
im fo
r.
Att
ain
me
nt w
ill r
ise
.
Sta
ff V
oic
e
Pu
pil
Vo
ice
Pa
ren
t V
oic
e
Att
ain
me
nt w
ill r
ise
.
To
co
ntinu
e to
de
velo
p o
ur
pro
-fe
ssio
na
l le
arn
ing
com
mu
nity b
y
sh
arin
g p
ractice
.
E C
um
min
gs
All
Sta
ff
Mo
re s
taff
will
be
in
vo
lve
d in
sh
ari
ng
pra
ctice.
Th
e s
tan
da
rd o
f cla
ssro
om
pra
ctice
a
cro
ss th
e s
cho
ol w
ill r
ise
. T
he
re w
ill b
e f
ew
er
beh
avio
ur
refe
r-ra
ls.
Att
ain
me
nt w
ill r
ise
.
Cla
ssro
om
obse
rva
tio
n fin
din
gs
SQ
A a
na
lysis
Be
ha
vio
ur
refe
rrals
73
STANDARDS & QUALITY REPORT Quality Indicator 5.1: The Curriculum
Evaluation = 5
Strengths :
S1-S3 Curriculum For Excellence course successfully implemented across the school S1 and S3 personalisation successfully completed and timetable for S4 securely in place Implementation of the next phase of our CfE curriculum model successfully completed Wider range of courses and levels on offer in S4 than ever before Use of IDL activities to provide depth, challenge and connections across learning Almost all staff vary their classroom methodologies to encourage pupils‟ progress Many staff now provide learners with meaningful feedback to support the next steps in their learning Tlcs encourage a wider range of methodologies and staff confidence Ongoing strengthening of curricular links with cluster primaries, especially in English Pupils played an increasingly active role in the life of the school through emerging pupil forums and the RRSA initiative. Enterprise activities built into Business, Home Economics, Modern Studies Enhanced partnership working
Areas For Development :
Further embedding of the contents of Building The Curriculum 3/4/5, leading to fur-ther development work More young people need to benefit from opportunities to take part in clubs, sports teams and musical groups. Further strengthening of curricular links with primaries in Maths Re-focusing of the school‟s Learning Team Sampling of individual pupils‟ progression and coverage of the Experiences/Outcomes throughout S1-S3
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STANDARDS & QUALITY REPORT Quality Indicator 2.1: Learners‟ Experiences
Evaluation = 4
Strengths : Many young people are well motivated and active in their learning and respond well to teachers. Young people enjoy a number of opportunities for working with each other and de-veloping high quality teamwork, especially through the use of cooperative learning strategies In many lessons young people, mostly in the Broad General Education, enjoy learn-ing to work and think independently and to influence what and how they learn. Many teachers explain clearly to young people what and how they are learning and give useful feedback to help them improve. Increased evidence of the use of Bloom‟s taxonomy during classroom visits and self-evaluation Enhanced personalisation process for all pupils in S1 and S3-S6 Opportunities for pupils to shape their own learning through pupil voice Increasingly refined use of SQA examination results + external data such as UPS to track pupil performance and set targets with a view to increasing attainment Continuing high levels of pupil attendance and improved timekeeping Ongoing lower rate of pupil exclusions from school (effectiveness of Pupil Support Base) High participation rates of senior pupils in Citizenship activities, including recognition by Saltire Awards Successful deterrence to challenging behaviour provided by the e-room and high tariff team Improved links with parents through a more formalised Parent Voice programme S1-S4 Increased parental involvement through a series of parents‟ meetings and a more informative and user-friendly school website Assemblies more consistent and positive in approach, based on a more coherent programme Learning Assemblies introduced following pupil consultation More individualised and relevant employability skills programme for school leavers Development of e-portfolios and successful completion of Profiles by most S3 pupils
Areas For Development : Target-setting for/by pupils Increased consistency of learning and teaching approaches across the school. Development of a fuller programme of Learning Assemblies Effective questioning and AifL strategies to become the methodological default in every classroom
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STANDARDS & QUALITY REPORT Quality Indicator 5.3: Meeting Learning Needs
Strengths : Excellent all-round support provided by all our Support Services team, especially at S1, S3, S4 and S5/S6 course choice Wider range of courses in S1, S3 and S5/S6 personalisation exercise to meet more effectively the full range of pupil needs A revised and more formal post-results recoursing exercise involving parents set a serious business-like tone for the Senior Phase More robust primary/secondary curricular liaison Ongoing implementation of a more robust attendance policy Greater consistency in the issuing of homework, helped by electronic methods Most teachers give young people suitable tasks and resources. Teachers use additional support and mentoring to help raise achievement. Pupil Voice confirms that the pace and approach to learning mostly meets learning needs well. Many teachers use ICT well to make lessons more engaging. Increased range of assessment types used to move learning forward Development of a tlc to share emerging practice Use of a number of S6 pupils as trained peer educators e.g. in seminars on substance misuse and sexual health/relationships Range of supports (e.g. Support Base) available to young people with Additional Support Needs High quality informative reporting to parents Excellent input by Pupil and Family Support team over summer to support transition for most vulnerable pupils Transition to appropriate placements – college, work – for S4 and above
Areas For Development :
Increased impact of new methodologies on all learners Greater consistency across the school in the actual adoption of appropriate approaches to differentiation and teaching styles. Pace of work of all pupils across all subjects in S1/2/3 Focus on the 4 contexts for learning Development of parent focus groups S1-S4
Evaluation = 4
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STANDARDS & QUALITY REPORT Quality Indicator 5.9: Improvement Through Self-Evaluation
Strengths : Excellent all-round support provided by all our Support Services team, especially at S1, S3, S4 and S5/S6 course choice Wider range of courses in S1, S3 and S5/S6 personalisation exercise to meet more effectively the full range of pupil needs A revised and more formal post-results recoursing exercise involving parents set a serious business-like tone for the Senior Phase More robust primary/secondary curricular liaison Ongoing implementation of a more robust attendance policy Greater consistency in the issuing of homework, helped by electronic methods Most teachers give young people suitable tasks and resources. Teachers use additional support and mentoring to help raise achievement. Pupil Voice confirms that the pace and approach to learning mostly meets learning needs well. Many teachers use ICT well to make lessons more engaging. Increased range of assessment types used to move learning forward Development of a tlc to share emerging practice Use of a number of S6 pupils as trained peer educators e.g. in seminars on substance misuse and sexual health/relationships Range of supports (e.g. Support Base) available to young people with Additional Support Needs High quality informative reporting to parents Excellent input by Pupil and Family Support team over summer to support transition for most vulnerable pupils Transition to appropriate placements – college, work – for S4 and above
Areas For Development :
Increased impact of new methodologies on all learners Greater consistency across the school in the actual adoption of appropriate approaches to differentiation and teaching styles. Pace of work of all pupils across all subjects in S1/2/3 Focus on the 4 contexts for learning Development of parent focus groups S1-S4
Evaluation = 4
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STANDARDS & QUALITY REPORT
Quality Indicator 1.1 : Improvements In Performance
Areas For Development :
Increased attainment at all levels and all stages Number of pupils sitting and passing Higher Grade examinations in S5 Sharpened focus on feedback to staff re SQA performance Ways of recognising achievement of young people more widely Closing the gap between boys‟ and girls‟ performance
Evaluation = 4
Strengths :
Curriculum For Excellence personalisation process at the end of S1 and S3 to support and encourage increased challenge and pace Focused learner journeys for all pupils More educationally aware young people in relation to personalisation/career pathways Clear evidence of young people developing the 4 capacities of A Curriculum For Excellence. Positive feedback from staff about pupils‟ progress through the Broad General Education Best ever S6 results Best ever 5 Higher results in S5 Second best ever 3 Higher results in S5 Positive Progression Values achieved by young people in S5 and S5/6 in a range of subjects Continuing strong SQA performances by our young people in S4 who are most at risk of missing out (including LAAC) Extensive mentoring programme across S3-S5, coordinated by STARs Improved approaches to tracking young people‟s progress, starting in S1 Positive leaver destinations Development of a robust whole-school positive behaviour policy.
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STANDARDS & QUALITY REPORT Quality Indicator 5.5 : Wider Achievement
Strengths :
We are aware of our achievements as a school community and know that we have the capacity to improve. We communicate clearly and frequently our expectations to pupils and parents re behaviour, attitude, attendance, timekeeping, uniform, school work. Most staff stand together on these issues. Most staff aim to praise realistically and accentuate the positive e.g. through our merit system. We praise well e.g. in our newsletters, at assemblies, in communications with par-ents. Pupils are consulted on the way in which this culture is developing e.g. Rights Respecting group & merits/demerits. We display pupil work quite well but there is a lot of variation from department to department. Through our “Growth Mindset” programme we are encouraging pupils to develop a realistic yet aspirational view of their own potential Many girls have a positive approach to coursework, attainment and improvement. The range of opportunities on offer to pupils, particularly S6, is extensive. Achievements by some S6 pupils are impressive in their range and quality. Some pupils by S6 demonstrate independence in the way in which they organise and carry out these activities. Achievements by younger pupils (S1-S5) are also recognised (but only as far as our knowledge of their interests/achievements allows) Relationships across our school community are good. There is a sense of mutual respect, but not necessarily of shared values. By and large, our pupils are well-behaved and respectful of their surroundings.
Areas For Development :
Further development of our programme to recognise pupils‟ wider achievement S1-S6 Introduction of Saltire Awards into S3, at the end of the BGE Working to close the gap in boys‟ and girls‟ commitment and attitude to work (and the resulting disparity in SQA performance)
Evaluation = 4
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Section 8
SCHOOL POLICIES &
PRACTICAL INFORMATION
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SCHOOL DAY STRUCTURE SESSION 2013/2014 School begins at 8.50 am and finishes at 3.50pm (Wes/Thurs/Fri) and 3pm (Mon/Tues) with lunch from 12.35 pm until 13.20 pm. The day is divided as follows:
Warning bell 8.48 Lunch 12.35 - 13.20
Registration 8.50 - 9.00 Warning Bell 13.18
Period 1 9.05 - 9.50 Period 5 13.20 - 14.10
Period 2 9.50 - 10.40 Period 6 14.10 - 15.00 (Finish Wed/Thurs/Fri)
Interval 10.40 - 10.55 Period 7 15.00 - 15.50 (Finish Mon/Tues)
Period 3 10.55 - 11.45
Period 4 11.45 - 12.35
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TERM & HOLIDAY DATES 2014/2015
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SCHOOL MEALS Clydebank High School has a large dining hall offering lunch on a self-service cafeteria basis. It is supervised by teaching staff. Packed lunches brought from home may be eaten in the dining hall. Hot and cold packed lunches are also available at lunchtime and a range of snacks can be bought before school and at the morning interval. Snacks plus hot and cold drinks are also available from vending machines located in the dining hall. Every effort is made to encourage pupils to consider eating healthier food. Salads and fresh fruit are always available in the dining hall. Parents should inform the school if special diets are necessary. We require all pupils to clear away all dishes and cutlery at the end of their meal, leaving the table fit for the next pupil who may use it. In the interests of safety, parents are requested to discourage their children from going to the local shops during the short lunch break of 50 minutes. Parents please note that Clydebank High School operates a cashless catering system in all of its dining halls. This system means that pupils do not have to carry money on a daily basis. All pupils are issued with their own swipe card. Children of parents receiving income support are entitled to a free midday meal. Information and application forms for free school meals may be obtained from school and from area education offices and the Education and Cultural Services Department. (www.west-dunbarton.gov.uk/education-and-learning/schools)
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EXTRA CURRICULAR ACTIVITIES
Computer Games Design Netball Singing Eco schools Wind Band Fiddle Group Chess Scrabble Football
War games Media Film Games Sewing (Puppet) Cookery Science Ski Club Internet
Fashion Accessories Enterprise/Jewellery Making Jewellery Making Debating History Movies Badminton Trampolining Basketball
A range of other activities may be offered at various times during the session. Inter schools sports festivals for different age groups are held with other West Dunbartonshire schools throughout the session in a variety of activities.
Venues, days and times of all clubs are dependent on availability of facilities and staffing. Notices regarding all clubs are passed to pupils via class communication folders or posters in the PE Dept.
Further information on clubs or other activities can be obtained from Mr Hand DHT.
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ENROLMENT Head Teachers of the Associated Primary Schools advise parents of pupils in Primary 7 of arrangements for transfer to secondary school. Parents who move into the catchment area should contact the school in order to arrange for an appointment to deal with the enrolment process. Pupils are normally transferred between the ages of eleven years, six months, and twelve years, six months, so that they have the opportunity to complete at least four years of secondary education. Parents outwith the catchment area who wish information regarding placements should contact:
Cheryl Murray Support Services Section Department of Educational Services Council Offices Garshake Road DUMBARTON G82 3PU
Please note : West Dunbartonshire Council does not provide transport for those pupils in receipt of a placing request other than in exceptional circumstances.
DATA PROTECTION ACT AND THE INTERNET Information relating to pupils, parents and guardians is stored on the school‟s administration computer system and may be used for teaching, registration, assessment and other administrative duties. This information is protected by the Data Protection Act 1984 and may only be disclosed in accordance with the Codes of Practice. Parents wishing further information should contact the school. The school has a comprehensive INTERNET system which is available to staff and pupils throughout the school. The use of the INTERNET involves careful screening to ensure that only appropriate material is accessed in school. All parents will be asked to sign an undertaking that they accept the regulations governing use of INTERNET by pupils
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ANNUAL CENSUS DATA Transferring Educational Data About Pupils Education authorities and the Scottish Government have collected data about pupils on paper forms for many years. We are now working together to transfer data electronically through the ScotXed programme. What pupil data will be collected and transferred? Data on each pupil is collected by local authorities and the Scottish Government. The data collected and transferred covers areas such as date of birth, postcode, registration for free school meals, whether a pupil is looked after by his/her local authority, additional support needs including disability, attendance, absence and exclusions from school. Pupil names and addresses are collected by their school and education authority but they are not passed on to the Scottish Government. Your postcode is the only part of your address that is transferred. Data is held securely and no information on individual pupils can or would be published by the Scottish Government. Providing national identity and ethnic background data is entirely voluntary. You can choose the „not disclosed‟ option if you do not want to provide this data. However, we hope that the explanations contained in this message and on our website will help you understand the importance of providing the data. Why do we need your data? In order to make the best decisions about how to improve our education service, the Scottish Government and Education authorities need accurate, up-to-date data about our pupils. We are keen to help all our pupils do well in all aspects of school life and achieve better exam results. Accurate and up-to-date data allows the Scottish Government, education authorities and schools to:
plan and deliver better policies for the benefit of all pupils plan and deliver better policies for the benefit of specific groups of pupils better understand some of the factors that influence pupil attainment and achievement target resources better
Your data protection rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with Data Protection Act (1998). We also comply with the national Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data. The Data Protection Act gives you the right to know how we will use your data. This message can only give a brief description of how we use data. Fuller details of the uses of pupil data can be found on the ScotXed website (www.scotxed.net). The Scottish Government works with a range of partners including HM Inspectorate of Education and the Scottish Qualifications Authority. On occasion, we will make individual data available to partners and also academic institutions to carry out research and statistical analysis. In addition, we will provide our partners with information they need in order to fulfil their official responsibilities. Any sharing of data will be done under the strict control and prior agreement of the Data Sharing Panel in the Scottish Government, which will ensure that no individual level data will be made public as a result of the data sharing and that these data will not be used to take any actions in respect of an individual.
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Concerns If you have any concerns about the ScotXed data collections you can email the Senior Statistician, Peter Whitehouse, at Peter.Whitehouse@scotland/gsi.gov.uk or write to the ScotXed Support Office, the Scottish Office, the Scottish Government, Area 1B, Victoria Quay, Leith, EH6 6QQ. Alternative versions of this information is available, on request from the ScotXed Support Office, in other languages, audio tape, Braille and large print.
What more information? Further details about ScotXed data exchanges are available on the ScotXed website, www.scotxed.net. The website also contains answers to commonly asked questions about ScotXed.
The Annual Electronic Staff Census Individual level staff data is vital for use by the Scottish Government in education workforce planning. As a consequence of receiving this staff information, the Scottish Government will be better able to
plan more accurately the number of new staff to be trained each year identify shortages in particular sectors and subjects monitor movements in and our of the profession at a national level.
The information yielded from the analyses of this data is also of great interest to local authorities and teachers‟ unions. They were involved in drawing up the list of data fields to be sent to the Scottish Government. Following the recommendations of the Currie Report, date of birth and gender data about Educational Psychologists are now collected in order to carry out workforce planning.
Your data protection rights The collection, transfer, processing and sharing of ScotXed data is done in accordance with Data Protection Act (1998), the National Statistics Code of Practice requirements and other legislation related to safeguarding the confidentiality of data relating to individuals. The Data Protection Act gives you the right to know how we will use your data. This message can only give a brief description of how we use data. Full details of the uses of pupil data can be found on the ScotXed website (www.scotxed.net).
The Scottish Government will not publish or release any information that allows individual members of staff to be identified, nor will data be used by the Scottish Government to take any actions in respect of individuals. The information we collect will be anonymous. We will not be collecting your name or address. No information on individual members of staff can or would be published by the Scottish Government. The individual data collected by the Scottish Government is used for aggregate statistical and research purposes only. Providing national identity and ethnic background data is entirely voluntary; there is a „not disclosed‟ option. However, we hope that the explanations contained on the ScotXed website will help you understand the importance of providing the information.
Concerns If you have any concerns about the ScotXed data collections you can email Peter Whitehouse, the senior Statistician, at [email protected]/gov.uk. Want more information? Further details about ScotXed data exchanges are available on the ScotXed website, www.scotxed.net. The website also contains answers to commonly asked questions about ScotXed.
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SCHOOL ATTENDANCE AND PUNCTUALITY Section 30 of the 1980 Education Act lays a duty on every parent of a child of „school age‟ to ensure that their child attends school regularly. Attendance must be recorded every period. Pupils therefore should be punctual and regular in their attendance. Regulation 7 of the Education Regulations 1993 requires each child‟s absence from school to be recorded in the school register as authorised, that is approved by the authority or unauthorised, that is unexplained by the parent (truancy) or temporarily excluded from school. The reasons for absence should be given in writing by the parent or guardian of the pupil and should be given to the Register teacher on the day of return to school. Telephone calls are not acceptable in place of letters signed by the parent or guardian. If absence is liable to exceed two days, parents should advise the school in writing. If there is no explanation of absence from the parent then this is recorded as unauthorised absence (truancy). Clydebank High School has an automatic communication system that will contact you directly on the first day that your child is recorded as being absent from school. This will ensure that we know the reason for the absence as soon as possible and alert you if your child is not in school when they should be. In addition, this system will be used to contact you with reminders about important events and to notify you quickly should the need to do so arise. When a parent or guardian knows in advance that a pupil will be absent or will arrive late, permission for such absence should be obtained previously from the Register Teacher.
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HEALTH AND MEDICAL CARE Routine medical and dental inspections take place at regular intervals and parents will be advised on relevant immunisations. Parents are also requested to inform the Pastoral Care Teacher of any health problem or medication a child may have which could affect schooling. It is especially important that the school be informed in the case of disability, for example fainting, where danger might arise in practical work in science, Home Economics, Technical subjects etc. Parents are asked to inform the Pastoral Care Teacher if their child has to take medication during the school day. (Note: Staff will issue only prescription medication). Staff deal with minor accidents and illnesses within the school. In the case of serious accidents or illness, parents/guardians will be contacted at their home or place of business and requested to come to school or go to hospital if necessary. An emergency contact telephone number is also required. Pupils cannot be exempted regularly from Physical Education classes except on the production of a medical certificate. However, exemption on a single occasion may be granted on a written request from the parent or guardian. At all times pupils should come fully equipped and properly dressed on the appropriate day.
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TRANSPORT West Dunbartonshire Council has a policy of providing free transport to all secondary pupils who live more that two miles from their local school by the recognised shortest walking route. This policy is more generous than the law requires. This means that the provision of transport could be reviewed at any time. Parents who consider they are eligible should obtain an application form from the school or Education and Cultural Services Department. These forms should be completed and returned before the end of February for those pupils beginning the school in August to enable the appropriate arrangements to be made. Applications may be submitted at any time throughout the year but may be subject to delay whilst arrangements are made. The appropriate Service Manager has discretion in special circumstances to grant permission for pupils to travel in transport provided by the authority where spare places are available and no additional costs are incurred. Where free transport is provided it may be necessary for pupils to walk a certain distance to the vehicle pick-up point. Walking distance in total, including the distance from home to the pick-up point and from the drop-off point to the school in any one direction, will not exceed the Council‟s limits (see above paragraph). It is the parent‟s responsibility to ensure that their child arrives at the pick-up point in time. It is also the parent‟s responsibility to ensure the child behaves in a safe and acceptable manner while boarding, travelling in and alighting from the vehicle. Misbehaviour could result in your child losing the right to free transport. Parents should ensure that their child knows what to do in the event of the transport not arriving at the pick-up point, if the child is not accompanied by an adult. Transport may be cancelled for example due to adverse weather conditions. West Dunbartonshire Council does not provide transport for those pupils in receipt of a placing request other than in exceptional circumstances.
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POLICY ON LEARNING & TEACHING High quality learning and teaching is at the heart of the improvement agenda. We aim to improve the life chances of our pupils, particularly those from disadvantaged backgrounds. Consequently, equality and fairness is at the heart of the learning and teaching process. Curriculum for Excellence provides a coherent, flexible and enriched curriculum from 3-18 (Building the Curriculum 3, 2008). Clydebank High School endorses the principles of curriculum design, i.e. breadth, coherence, challenge and enjoyment, depth, relevance, progression, personalisation and choice. Skilled and creative practitioners will deliver exciting experiences for learners. Reflective teachers with a commitment to continuing professional development will learn collaboratively and share good practice. In partnership with learners, parents, carers and the wider community, self-evaluation will improve outcomes for pupils. LEARNING ENVIRONMENT: GETTING IT RIGHT FOR EVERY LEARNER It is the responsibility of all members of the school community to ensure that every learner feels safe, healthy, respected, valued and included. The learning environment will be welcoming and inclusive to support the individual needs of all pupils. All members of the school community will be treated with equality, fairness and respect. Good working relationships at all levels will ensure successful learning for our pupils. We will use the following reflective questions to gauge our success:-
What steps have been taken to create a positive learning environment both inside and out-
side of the building? How do we know?
Do teachers use a variety of teaching methodologies?
Does the classroom environment and physical layout support this flexibility?
How do we ensure that learners have a shared responsibility in developing the ethos
within the class/school?
How does the classroom environment and physical layout support flexible learning oppor-
tunities for all pupils?
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LEARNERS’ EXPERIENCES
Pupils are entitled to experience learning that embodies the seven principles of Curricu-lum for Excellence. Learning will be promoted within an engaging, collaborative and active environment. Staff will ensure that the learning experiences are motivating, stimulating and enjoyable. We will use the following reflective questions to gauge our success Depth
Breadth
Relevance
Coherence
Challenge and Enjoyment
Are our pupils being given opportunities to develop their full capacity for different types of thinking and learning?
To what extent do we vary our contexts for learning both within the classroom and other aspects of school and community life?
How do we make sure that our pupils understand the value and the purpose of their learning? How well do we relate this learning to meaningful real life situations which have rele-vance to their life?
Do the pupils in Clydebank High School see the clear links between the different aspects of their learning?
In what ways do we encourage high aspirations and ambitions? What strategies do we use to make the learning in our classes challenging, engaging, creative, active and motivating?
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Progression
Personalisation and Choice
FORMATIVE ASSESSMENT Assessment will always inform the learning and teaching process to help raise attainment and achievement. The five important strategies of Formative Assessment are:-
Clarifying and sharing learning intentions and success criteria
Effective classroom discussion through skilful questioning
Providing meaningful feedback that moves the learner forward
Involving students in their own learning through target setting and self-assessment
Allowing learners to become resources to help each other with their learning through
peer assessment and feedback Teachers will reflect on their practice and use these strategies in their teaching and when planning. We will use the following reflective questions to gauge our success
To what extent do we consider the prior learning and achievement of the pupils who come into our classes/ school, and at transition stages throughout their schooling? How do we ensure that our pupils experience continuous progress in learning within the 3-18 frameworks?
Is the curriculum we provide flexible enough to allow opportunity for personal, informed choices? How do we ensure that the pupils in Clydebank High School are able to make informed
To what extent do learners understand how learning takes place? What opportunities do learners have to think and reflect? In seeking to improve achievement, how well do we know how deeply learners are en-gaged in learning? In encouraging pupil voice, in their own and each others‟ learning, to what extent have we considered how we will access the voice of those with significant learning needs?
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METHODOLOGY Clydebank High School teachers will provide opportunities for pupils to engage in active and purposeful learning by using the following strategies:-
Classroom routines
Sharing success criteria
Recapping from previous lesson(s)
Displaying learning intentions
Using the 5 AiFL key strategies to engage the
learner in their own and others‟ learning
Co-operative learning
Peer marking and assessment
Active and experiential learning
Use of ICT
A variety of activities
Literacy, numeracy and health and wellbeing
activities
Research, investigation and problem solving
activities
Providing feedback and setting targets
Some teacher led activities
Reinforcement of vocabulary and facts
Effective questioning
Referring to learning intentions
Using effective questioning
issuing homework Teachers will explore and reflect on their methodology on a regular basis. All staff will engage in purposeful self-evaluation of learning and teaching to ensure continuous improvement. We will use the following reflective question to gauge our success
Do teaching approaches encourage individuals to take responsibility for organising their learning with others, work collaboratively in groups and teams and give presentations to their peers?
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At the end of the lesson
During the lesson
At the start of the lesson
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RESOURCES Staff, pupils, parents/carers, authority and partner agencies will have a voice in education and an important role to play in our learning community. We will continually review and where possible augment resources to enhance learning and teaching. We will use ICT as an effective tool for learning and teaching. We will use the following reflective question to gauge our success
CREATIVITY AND INNOVATION To fully implement CfE, we will develop the thinking skills of our pupils to develop creative, enterprising and innovative learners. Learners will experience a curriculum that is flexible enough to offer creativity and challenge. We will use the following reflective question to gauge our success
EXPLORING AND USING LEARNERS’ VIEWS The views of the entire learning community will direct innovation and improvement. Our pupils will be encouraged to express their views on their learning. These will be valued and used to inform next steps. Our pupils will have opportunities to become involved in the wider life of the school and community and actively involved in decision making. Parents will have a key role in their children‟s learning and their views will be gathered and acted upon. All staff will be fully involved in self-evaluation to ensure an informed impact on learning and teaching. We will use the following reflective questions to gauge our success
To what extent does the management of resources in Clydebank High School effectively support learning and teaching?
How do we build on the creative ideas which may emerge from our learners?
Are learners in Clydebank High School able to influence decisions about their learning experi-
ences?
What choices do they have about lesson priorities and their preferred approaches to learning?
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EXPECTATIONS AND PROMOTING WIDER ACHIEVEMENT
Pupils will gain in confidence and have their motivation increased when recognition is given for their achievements within the school community and beyond. We will ensure that approaches are developed and promoted that will recognise the personal achievements of all learners. We will use the following reflective questions to gauge our success
SELF EVALUATION
Learning improves when all those involved show commitment to improvement through robust and rigorous self-evaluation. Staff at all levels will take ownership of the improvement process. They will work collaboratively, share effective practice and engage in professional dialogue within the school and beyond. Pupils, parents and partners within the community will be included and their opinions valued. The head teacher and senior staff will have a key role in ensuring that the professional development of learning occurs. They are accountable for ensuring the overall impact of the learning they lead. Self-evaluation will triangulate the evidence from three main sources – people‟s views, direct observation of learning and teaching and quantitative data. We will use the following reflective questions to gauge our success
How effectively do we make use of learners‟ views about pace or challenge, active learn-ing or learning independently to improve learning and teaching? What do learners think about the quality of teacher-learner or learner-learner interactions and relationships? How do we value and use the views and contributions of parents? How can we show we have used parents‟ views constructively to improve learning?
How well do we recognise and value the learning experiences that our pupils achieve in their community? To what extent do we consider how wider achievement in the community can support learning in school?
How well do the processes currently in place for self-evaluation impact on learning and teaching? In what ways do we gather information on learners‟ progress?
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OUR SCHOOL SHOW
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